Hall William J, Chapman Mimi V
University of North Carolina at Chapel Hill, USA.
Educ Policy (Los Altos Calif). 2018 Jun;32(4):507-539. doi: 10.1177/0895904816637689. Epub 2016 Mar 18.
Bullying is a significant problem in U.S. schools. Policies have been developed to reduce bullying, yet policy implementation by educators is an essential yet difficult and complex process. Few studies have investigated factors that act as barriers to or facilitators of bullying policy implementation and teacher protection of students. This study examined the influence of school context on educators' capacity to implement a statewide bullying law and protect students from bullying following the enactment of the policy. Data were collected from 505 educators in 324 schools. School administrators tended to rate fidelity of policy implementation and teacher protection of students higher than teachers, education support professionals, and student service professionals. Policy implementation fidelity scores were higher in high schools than elementary schools. School size and the prevalence of student suspensions were inversely related to implementation fidelity. Higher levels of teacher protection were reported in elementary schools.
欺凌是美国学校中的一个重大问题。虽然已经制定了相关政策来减少欺凌现象，但教育工作者对政策的实施是一个至关重要却又困难复杂的过程。很少有研究调查那些阻碍或促进欺凌政策实施以及教师对学生保护的因素。本研究考察了学校环境对教育工作者实施一项全州范围欺凌法以及在该政策颁布后保护学生免受欺凌能力的影响。数据收集自324所学校的505名教育工作者。学校管理人员对政策实施的忠诚度以及教师对学生的保护程度的评分往往高于教师、教育支持人员和学生服务人员。高中的政策实施忠诚度得分高于小学。学校规模和学生停学率与实施忠诚度呈负相关。小学报告的教师保护水平更高。
