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Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland

Author

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  • Ida Risanger Sjursø

    (Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4036 Stavanger, Norway)

  • Hildegunn Fandrem

    (Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4036 Stavanger, Norway)

  • James O’Higgins Norman

    (The National Anti-Bullying Research and Resource Centre, Dublin City University, St. Patrick’s Campus, Dublin 9, Ireland)

  • Erling Roland

    (Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4036 Stavanger, Norway)

Abstract

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and/or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.

Suggested Citation

  • Ida Risanger Sjursø & Hildegunn Fandrem & James O’Higgins Norman & Erling Roland, 2019. "Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland," IJERPH, MDPI, vol. 16(7), pages 1-9, March.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:7:p:1163-:d:218760
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    References listed on IDEAS

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    1. David P. Farrington & Maria M. Ttofi, 2009. "School‐Based Programs to Reduce Bullying and Victimization," Campbell Systematic Reviews, John Wiley & Sons, vol. 5(1), pages -148.
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    Cited by:

    1. Peter K. Smith & Sheri Bauman & Dennis Wong, 2019. "Challenges and Opportunities of Anti-Bullying Intervention Programs," IJERPH, MDPI, vol. 16(10), pages 1-3, May.
    2. Manuel Pabón-Carrasco & Lucia Ramirez-Baena & Nerea Jiménez-Picón & José Antonio Ponce Blandón & José Manuel Martínez-Montilla & Raúl Martos-García, 2019. "Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study," IJERPH, MDPI, vol. 17(1), pages 1-14, December.

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