P-12 preservice teachers' awareness on cyberbullying

The purpose of this study was to explore P-12, elementary, secondary preservice teachers' concerns, confidence levels, beliefs, and preparations on cyberbullying prevention and intervention prior to and post an intervention model. Using a quantitative research design, this study explored P-12, elementary, and secondary preservice teachers' concerns, confidence levels, beliefs, and preparations regarding cyberbullying prior to and post an intervention model presented to the preservice teachers. The findings of this study offer results from the pre/post test surveys based on the preservice teachers gender, classification, and year in program. Also, results were classified by subscales (beliefs, concerns, confidence levels, and preparations) based on the survey questions. No multivariate significance was discovered for between subjects main effects of gender, classification (year in program), or program. There was no statistically significant multivariate between subjects' interaction effects of gender by year, gender by program, year by program, or gender by year by program. The Steps to Respect Program did not increase the preservice teachers concerns, confidence levels, or preparations. However, the program did significantly increase the preservice teachers' beliefs about cyberbullying.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2014

Author dc:creator

• Murphy, Melody Shearin

Advisor dc:contributor.advisor

• Wright, Vivian H.

Contributors dc:contributor

• Rice, Margaret L.
• Dantzler, John A.
• Lewis, Timothy D.
• Atkinson, Becky M.

• Educational technology
• Teacher education
• Education

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

u0015_0000001_0001733
Murphy_alatus_0004D_12145

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/2182