Objectives: The specific objectives of the study are identified as follows (I) to determine the Significance Of bullying victimization by gender differences (2) to determine the significance or bullying victimization by race differences and (3) to examine the impact of bullying victimization on learners' school work. Method: Data was collected from the five hundred (500) participants randomly selected, using a table or random numbers of 'yes' or 'no' from 5 different schools around the area of Mafikeng. Ngaka Modiri Molema district. North West Province. All learners were (male= 250. female= 250). Age of participants ranged from 16- 18 years. with mean age of 16.9 years. /\II statistical analyses were done by means of frequencies and cross-tabulations using the chi-square statistical test with race, gender and school work as independent variables. Results: Results of the study indicated that there was a significant association between Gender of victims and name calling, p< .01 with female learners scoring higher than males. Made fun, P< .005 with female learners scoring higher than male learners. Wrote bad things to me, P< .005 with male learners scoring higher than female learners. And lastly. aid mean things. P< .0001 with male learners scoring high<:r than female learners. Results for hypothesis 2 showed a significant correlation between race of victims and name calling. P< .05 with black learners reporting higher levels of victimization than other race. 1obody talk to me. P< .05 with black learners reporting higher levels of victimization than other race. The third hypothesis expected bullying victims to report high levels of poor performance in their school work. The results showed that, played jokes had a significant association with the learners' school work performance. P< .05, of learners reporting between 50-59% of performance rate. Be part of 18 group, P< .05. of learners reporting between 50-59% of performance rate. Attacked me. P< .05. of learners reporting between 50-59% of performance rate. Lastly, said mean things. P< .05 of learners reporting between 50-59% of performance rate. In addition. there were no significant results for called me names, made fun, do bad things, broke my things, nobody talk to me, wrote bad things and pushed and shoved. respectively. Recommendations: The empirical stud) has clear!) indicated that there is poor parental involvement in the education or learners. Parental leave the total responsibility of education of their children on the shoulders of school and educators. Educators need constant support from the parents to impart knowledge as well as to mold the character and behavior of the learners. Continuous monitoring by parents on the academic progress of their children, through regular communication with the educators is extremely important to achieve the desired outcome. Parents are the first ones to notice any change in the behavior of their children. When signs of any behavioral change are noted, parents need to communicate with the educators so that remedial measures can be employed before the problem gets worse. / Thesis (M. Soc Sci in Research Psychology) North-West University, Mafikeng Campus, 2013.

Thesis (M.Ed.) (Educational Management) --University of Limpopo, 2007. / This study focused on the experiences of primary school learners with regard to bullying. The study dealt with the causes of bullying of learners in primary schools, and the role of educators in promoting bullying behaviors in schools. The study also provided the perceptions of primary school learners with regard to bullying. The study also looked at bullying in a global context. The study also looked at the mechanisms that can be employed in order to reduce, combat and even prevent the occurrence of bullying activities in primary schools. In this study, interviews and questionnaires were used to gather information from the learners, educators and principals in Sekgosese Central Circuit. Interviews were administered on the learners, and questionnaires were administered on both educators and principals. Findings of the study were gathered from the selected schools.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1997. / Includes bibliographical references (leaves 225-227).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Since the latter part of the 19th Century, researchers have been studying the bullying phenomenon and the devastating short- and long-term impact it has on children’s lives. In an attempt to reduce bullying incidents that arise in school, many have set up anti-bullying programs. The goal of these programs is twofold: (a) to reduce the number of bullying incidents in school and (b) create a safe and welcoming learning environment for all students. Although principals work tirelessly to establish conditions to sustain learning for others, they receive very little support for their own learning and development. As principals’ on-going experiences continue to shape their understanding of issues (e.g., curriculum, instruction, assessment, culture, and bullying) that directly impact the effective functioning of a school, it is imperative to investigate the lived experiences of early-career principals in an attempt to identify potential areas of concern and overall need. Therefore, the purpose of this inquiry was to explore the lived experiences of early-career elementary school principals regarding the topic of bullying. Results of qualitative analyses identified the following prominent and recurring nine themes: (1) lack of concern/sense of denial, (2) misunderstandings, (3) frustrations/trepidations, (4) proactivity, (5) establish a supportive learning environment, (6) dialog with students, (7) social media as a cause/concern, (8) home life as a part of the problem and, (9) possible solutions/needs. Implications, limitations, and the need for future research are also discussed.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 108-124).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.