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eISSN: 2581-9615 || CODEN: WJARAI || Impact Factor 8.2 ||  CrossRef DOI

Research and review articles are invited for publication in March 2026 (Volume 29, Issue 3) Submit manuscript

A qualitative case study to Examine Teachers’ Perceptions of bullying within K-12 institutions

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  • A qualitative case study to Examine Teachers’ Perceptions of bullying within K-12 institutions

Albert Daniel Peabody *

Liberty University School of Education, Lynchburg, Virginia, United States of America.
 
Review Article
World Journal of Advanced Research and Reviews, 2023, 19(01), 369-374
Article DOI: 10.30574/wjarr.2023.19.1.1294
DOI url: https://doi.org/10.30574/wjarr.2023.19.1.1294
 
Received on 21 May 2023; revised on 03 July 2023; accepted on 06 July 2023
 
Teachers’ perceptions are a poignant factor in addressing bullying. Bullying within K-12 institutions has been a major concern for schools and teachers in the United States and around the world. The utmost concern about this topic is to address teachers’ perceptions about bullying and how these perceptions can be used in bullying prevention and reduction initiatives within the K-12 community. The topic for this study is A qualitative case study: To examine teachers’ perceptions of bullying-related situations within K-12 institutions. Moreover, teachers’ perceptions are extremely important, and it has been identified as the legitimate factor in maintaining student good conduct. Bullying behavior continues to baffle teachers because it has resulted in suicidal ideation and death, students' low self-esteem, and rejecting the notion of even being in school. This study intends to help reduce bullying situations in schools.
 
Bullying; Teachers’ Perceptions; Suicidal ideation, Vignette; Biblical Worldview; K-12 Community
 
https://wjarr.com/sites/default/files/fulltext_pdf/WJARR-2023-1294.pdf

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Albert Daniel Peabody. A qualitative case study to Examine Teachers’ Perceptions of bullying within K-12 institutions. World Journal of Advanced Research and Reviews, 2023, 19(1), 369-374. Article DOI: https://doi.org/10.30574/wjarr.2023.19.1.1294

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