Influence of School Type on Bullying Behavior Among Secondary School Students in Akoko South West Local Government, Ondo State
Abstract
This study was on Influence of school type on bullying behavior among secondary school students in Akoko south west local government, Ondo state. Three objectives were raised which included: To determine the prevalence of bullying behavior across different types of secondary schools and identify any significant differences in occurrence rates, to examine the underlying factors within each school type that contribute to variations in bullying behavior and to investigate the effectiveness of interventions and preventive measures targeting bullying behavior in public, private, and charter schools, assessing variations in implementation and outcomes. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from secondary school students in Akoko south west local government, ondo state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Chapter one
Introduction
Background of the study
Bullying behavior among secondary school students is a significant concern worldwide, with detrimental effects on the mental health and well-being of both victims and perpetrators. Research suggests that various factors contribute to the prevalence and dynamics of bullying, including school environment and culture. One aspect that has gained attention is the influence of school type on bullying behavior. This study explores existing literature to examine how different types of schools, such as public, private, and charter schools, may impact bullying behavior among secondary school students.
Public schools are institutions funded by government resources and open to all students in a given district or area. Research has shown that bullying behavior in public schools can be influenced by factors such as school size, socioeconomic status, and organizational climate. A study by Espelage and Holt (2013) found that larger public schools tend to have higher rates of bullying compared to smaller ones, possibly due to a lack of supervision and increased anonymity among students. Additionally, socioeconomic factors within public schools, such as poverty levels and resource allocation, may contribute to the prevalence of bullying (Bradshaw, Waasdorp, & Johnson, 2015). However, it is essential to note that not all public schools exhibit high levels of bullying, as organizational climate and interventions play a significant role in mitigating such behavior (Bradshaw et al., 2015).
Private schools operate independently of government funding and often have more control over their admissions processes and curriculum. Research on bullying behavior in private schools suggests that rates of bullying may vary depending on the school’s philosophy, culture, and disciplinary policies. Some studies have indicated that bullying may be less prevalent in private schools due to stricter discipline and smaller class sizes (Costenbader & Markson, 1998). Additionally, the emphasis on character education and values-based learning in many private schools may contribute to a more positive school climate, reducing the occurrence of bullying behaviors (Costenbader & Markson, 1998).
Charter schools are publicly funded but operate independently, often with a specific educational focus or mission. Research on bullying in charter schools is limited but suggests that rates of bullying may vary widely depending on the school’s culture, leadership, and policies. A study by Cornell and Mayer (2010) found that while charter schools generally reported lower rates of bullying compared to traditional public schools, there was significant variation among individual charter schools. Factors such as school size, student demographics, and the presence of effective anti-bullying interventions were identified as potential influences on bullying behavior in charter schools (Cornell & Mayer, 2010).
The influence of school type on bullying behavior among secondary school students is complex and multifaceted. While public schools may face challenges such as larger class sizes and socioeconomic disparities, private schools may benefit from smaller environments and values-based education. Charter schools occupy a middle ground, with varying degrees of autonomy and accountability. Overall, creating a positive school climate and implementing evidence-based interventions are crucial in addressing bullying behavior regardless of school type
Statement of the problem
Bullying behavior among secondary school students remains a pervasive issue worldwide, with detrimental consequences for both victims and perpetrators. While numerous studies have explored various factors contributing to bullying dynamics, there is a gap in understanding how different types of schools influence the prevalence and manifestations of bullying behavior.
The problem addressed in this study revolves around elucidating the influence of school type public, private, and charter on bullying behavior among secondary school students. Specifically, the following key questions will guide the investigation:
- How does the prevalence of bullying behavior differ across various types of secondary schools?
- What are the underlying factors within each school type that contribute to variations in bullying behavior?
- How do the organizational climate, disciplinary policies, and school culture differ among public, private, and charter schools, and how do these factors influence bullying dynamics?
- Are there distinct patterns of bullying behavior (e.g., verbal, physical, cyberbullying) that are more prevalent in certain types of schools?
- To what extent do interventions and preventive measures targeting bullying behavior vary across different school types, and how effective are they in mitigating bullying incidents?
Objective of the study
- To determine the prevalence of bullying behavior across different types of secondary schools and identify any significant differences in occurrence rates.
- To examine the underlying factors within each school type that contribute to variations in bullying behavior.
- To investigate the effectiveness of interventions and preventive measures targeting bullying behavior in public, private, and charter schools, assessing variations in implementation and outcomes.
Research Hypotheses
H1: there is no prevalence of bullying behavior across different types of secondary schools and identify any significant differences in occurrence rates
H2: there is effectiveness of interventions and preventive measures targeting bullying behavior in public, private, and charter schools, assessing variations in implementation and outcomes.
Significance of the study
This study will provide valuable insights into the influence of school type on bullying behavior among secondary school students. Findings from the research can inform the development and implementation of evidence-based policies and practices aimed at reducing bullying incidents in different types of schools. Policymakers, school administrators, educators, and other stakeholders can utilize these insights to tailor interventions that address the specific needs and challenges associated with each school type.
Bullying behavior can have serious consequences on the mental health, well-being, and academic performance of students. By identifying factors that contribute to bullying dynamics across various school types, this study can contribute to the creation of safer and more supportive school environments. Implementing targeted interventions and preventive measures informed by research findings can help mitigate bullying incidents and foster a positive school climate conducive to learning and social development.
Understanding how different types of schools influence bullying behavior is essential for promoting equity and inclusion in education. By examining disparities in bullying prevalence and patterns across public, private, and charter schools, this study can shed light on potential inequities in school environments and experiences. Addressing these disparities through tailored interventions can help ensure that all students, regardless of school type, have equal access to a safe and nurturing learning environment.
The findings of this study will empower various stakeholders, including parents, students, teachers, and community members, to actively participate in efforts to address bullying behavior. By increasing awareness and understanding of the factors influencing bullying dynamics in different school contexts, stakeholders can collaborate to implement effective strategies for prevention, intervention, and support. Empowering stakeholders to take collective action against bullying can lead to positive changes at the individual, school, and community levels.
This study will contribute to the existing body of research on bullying behavior by providing nuanced insights into the role of school type. By filling gaps in knowledge and understanding, the findings of this study can stimulate further research and inquiry into the complex factors influencing bullying dynamics in educational settings. Building upon this knowledge base can lead to the development of more effective interventions and strategies for combating bullying behavior and promoting the well-being of students.
Scope of the study
The scope of the study covers Influence of school type on bullying behavior among secondary school students. The study will be limited to Akoko south west local government, Ondo state.
Limitation of the study
- Generalizability: The findings of this study may be limited in their generalizability due to the focus on specific geographic regions, cultural contexts, or educational systems. Factors such as regional variations in school policies, cultural norms surrounding bullying, and socioeconomic disparities may limit the applicability of the findings to broader populations.
- Sampling Bias: The study’s results may be influenced by sampling bias, particularly if the sample is not representative of the broader population of secondary school students. For example, certain types of schools or student populations may be overrepresented or underrepresented in the sample, impacting the accuracy and reliability of the findings.
- Self-Report Bias: Data collected through self-report measures may be subject to bias, as students may underreport or overreport instances of bullying behavior due to social desirability, fear of retaliation, or other factors. This could affect the accuracy and validity of the findings regarding the prevalence and nature of bullying in different school types
Definition of terms
- Bullying Behavior: Bullying behavior refers to aggressive or hostile actions, words, or gestures intended to harm, intimidate, or exert power over another individual repeatedly over time. This behavior can take various forms, including physical, verbal, relational, and cyberbullying.
- Secondary School Students: Secondary school students typically refer to adolescents enrolled in educational institutions beyond primary or elementary school and before tertiary or higher education. This includes students in middle school, junior high school, and high school, generally ranging in age from approximately 12 to 18 years old.
- School Type: School type refers to the categorization of educational institutions based on various factors, including governance, funding sources, curriculum, admission policies, and educational philosophy. Common types of schools include public schools, which are funded by government resources and open to all students; private schools, which operate independently and often charge tuition fees; and charter schools, which are publicly funded but operate independently with specific missions or focuses.
- Prevalence: Prevalence refers to the proportion of a particular phenomenon or condition (e.g., bullying behavior) within a specified population (e.g., secondary school students) at a given point in time or over a defined period. It is typically expressed as a percentage or rate.
- Organizational Climate: Organizational climate refers to the shared perceptions, attitudes, values, and norms that characterize the overall working or learning environment within an institution, such as a school. It encompasses factors such as the degree of trust, collaboration, support, and communication among members of the organization.
References
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- DeHue, F., Bolman, C., & Völlink, T. (2008). Cyberbullying: Youngsters’ experiences and parental perception. Cyberpsychology & Behavior, 11(2), 217-223. Department for Children, & Schools. (2009). Your child, your schools, our future: building a 21st century schools system (Vol. 7588). DERECHO INTERNACIONAL. Department for Children, Families and Schools (DfCFS): Your child, your schools, our future: building a 21st century schools system. 2009, London: TSO
- DeRosier, M. E., Kupersmidt, J. B., & Patterson, C. J. (1994). Children’s academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65(6), 1799-1813.
- Durdle, R. (2008). Middle school students and bullying behavior (Doctoral dissertation, Memorial University of Newfoundland).
- Elamé, E. (2013). Discriminatory bullying: A new intercultural challenge. Milan, New York: Springer.
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