ABSTRACT Although extensive research has been conducted on bullying, few studies have explored factors that elicit, impact, and maintain the dynamics of bullying from the perspectives of teachers and principals. The purpose of this study was to understand the complex nature of bullying through exploring the ecological risk factors that allow this alarming phenomenon to flourish. The influence of factors at the microsystem, mesosystem, exosystem, and macrosystem on the dynamic interaction between the bully and the victim is explained. Another goal of this research was to capture the complexity and multidimensionality of the teacher’s role in bullying prevention and intervention. The study offers the first comprehensive analysis of the ecological and contextual variables that interact to provide fertile grounds for bullying. Detailed information about principals’ and teachers’ perceptions of bullying experiences was gathered through 8 in-depth focus groups for teachers and 10 interviews with principals. Qualitative analyses of the data led to the emergence of overarching themes and related subthemes. Bronfenbrenner’s ecological model (1979 ) was used to provide a conceptual and comprehensive framework that addressed the multifaceted variables. The finding indicated that a complex interrelation of variables was found to be central to victimization. The incidence of bullying was found to be directly influenced by individual traits as well as all the other ecological systems. Among the most salient findings was the influence of the peer ecology on bullying as a group phenomenon. The etiology of bullying as a manifestation of much deeper problems at the bully level was among the new findings. The impact of video games and television reality shows on bullying behaviour was also identified. The findings emphasized the significance of the teacher personality, positive teacher-student relationship, empathy, and training in classroom management for efficacy in addressing bullying prevention and intervention. Finally, the study offers recommendations for teacher training institutions.

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 61-65).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Nov. 25, 2008). PDF text: vi, 190 p. : ill. ; 3 Mb. UMI publication number: AAT 3315157. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Swinburne University of Technology, 2003. / Title from PDF title page (viewed on Aug. 28, 2005). Includes bibliographical references (p. 192-199).

Thesis (Ed. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 160-168).

Thesis (Ed.D.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.154-166 ) and index.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 138-152).

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed July 22, 2010). PDF text: viii, 174 p. : ill. ; 884 K. UMI publication number: AAT 3386839 . Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 205-215).