An Exploratory Analysis of Cyber-Harassment of K-12 Teachers by Parents in Public School Settings

Autor/inn/en	Foley, Colby; May, David C.; Blevins, Kristie R.; Akers, Jon
Titel	An Exploratory Analysis of Cyber-Harassment of K-12 Teachers by Parents in Public School Settings
Quelle	In: Educational Policy, 29 (2015) 6, S.879-902 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904814550071
Schlagwörter	Internet; Bullying; Teacher Attitudes; Educational Policy; Victims; Parent Attitudes; Secondary School Students; Middle School Students; Parent Participation; Teacher Persistence; Labor Turnover; Gender Differences; Age Differences; Multivariate Analysis; Tenure; Parent Teacher Cooperation; Focus Groups; Questionnaires; Regression (Statistics); Kentucky + Suchen Sie Ihr Suchwort? Mobbing; Lehrerverhalten; Politics of education; Bildungspolitik; Victim; Opfer; Elternverhalten; Sekundarschüler; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternmitwirkung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Multivariate Analyse; Amtszeit; Beschäftigungsdauer; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Fragebogen; Regression; Regressionsanalyse
Abstract	Although the topic of cyber-harassment in schools is one that has received significant media and research attention, much of that attention has been given to harassment against (and among) students. In this article, we examine responses from more than 5,700 public schoolteachers regarding their experiences with cyber-harassment by parents, a topic heretofore unexplored in the United States. Analyses suggest that victims of cyber-harassment are significantly more likely to teach in middle and high schools with large enrollments, be younger, and perceive their interactions with parents as largely negative. Implications for policy and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01