This document discusses bullying and its impact on student performance at the primary level in Sindh, Pakistan. It defines bullying and outlines its various types. The study found that the rate of bullying is higher in primary schools in Sindh compared to other districts. Most bullying involves name-calling. The study recommends teaching students and teachers about bullying to increase awareness, engaging students in the curriculum to address bullying, and establishing minor punishments for bullying behaviors.
I created this slide show for Middle and High school students to help educate them about cyberbullying and how it can start out so innocently, and become so very hurtful. I hope you will be able to use parts or all of this presentation with your students.
I created this slide show for Middle and High school students to help educate them about cyberbullying and how it can start out so innocently, and become so very hurtful. I hope you will be able to use parts or all of this presentation with your students.
Being aware of online and malware threats is the first step to computer security. In this presentation, we help you understand:
a. Importance of computer security
b. Consequences of ignoring computer security
c. Types of threats that can harm your computer
d. Measures to take to keep your computer safe
e. How can Quick Heal help
Violence is the number #2 cause of death of our children. 2nd only to car accidents. Its time to do something about it. The time to act is now. Can you help? Will you help?
Contact me if you'd like to support Leave Out Violence. http://leaveoutviolence.org/newyork/
Leave Out ViolencE (aka LOVE), was created to attack the issue of violence from the inside out, and at a level where we are most vulnerable: with our youth, our kids, our children. LOVE is compassionate; designed for both victim and perpetrator. It has to be, for that is the cycle - and circle - of violence.
The program works peer-to-peer, kid-to-kid, perp-to-perp. It works on many levels: social, societal, educational (the program is built inside of NYC public schools). LOVE is a rare organization because LOVE is helping solve the violence issue – by teaching kids how to eliminate violence from their lives.
In the end, the answer is complex: Its cultural, behavioral, societal, social. Its not just guns, and its not just mental health. Its everything. But facts don't lie. Countries like Japan, Scotland or the greater UK have practically eliminated gun violence (in terms of both raw numbers and percentage). Part of their solution is strict gun control. And the results speak for themselves and those nations should be proud that so many lives have been saved. Facts don't lie. The US has more gun related deaths than the next 22 nations COMBINED. Guns are a huge part of this problem, but are clearly NOT the only part. Other than guns, what is so vastly different in the US versus every where else in the world (meaning ALL other civilized, first world, high income nations)? Are we really just the sickest nation? Have all these countries solved the mental heath issues? Do they regulate video games? Have they solved the poverty issue? Have they solved the broken family issue? Do they ban violent movies? Do they have extremely high rates of church attendance? The answer is no. They haven't and they don't.
It's time to Act: Sign a petition. Write a letter to your congressman. Donate to Leave Out Violence. Volunteer. Speak up. Speak out. Ask your principal what their plan is. Help. Seize this moment with your action. Do something. Together we can stand up to violence.
Can you help? Will you help? Contact me if you'd like to support Leave Out Violence. http://leaveoutviolence.org/newyork/
The complete guide on how to prevent an IT security breach.
Some of the tips include:
♦ Why keeping a clean desk matters
♦ How to avoid email threats, including five ways to block phishing attack
♦ How your employees can secure their mobile devices
♦ Website browsing best practices.
Being aware of online and malware threats is the first step to computer security. In this presentation, we help you understand:
a. Importance of computer security
b. Consequences of ignoring computer security
c. Types of threats that can harm your computer
d. Measures to take to keep your computer safe
e. How can Quick Heal help
Violence is the number #2 cause of death of our children. 2nd only to car accidents. Its time to do something about it. The time to act is now. Can you help? Will you help?
Contact me if you'd like to support Leave Out Violence. http://leaveoutviolence.org/newyork/
Leave Out ViolencE (aka LOVE), was created to attack the issue of violence from the inside out, and at a level where we are most vulnerable: with our youth, our kids, our children. LOVE is compassionate; designed for both victim and perpetrator. It has to be, for that is the cycle - and circle - of violence.
The program works peer-to-peer, kid-to-kid, perp-to-perp. It works on many levels: social, societal, educational (the program is built inside of NYC public schools). LOVE is a rare organization because LOVE is helping solve the violence issue – by teaching kids how to eliminate violence from their lives.
In the end, the answer is complex: Its cultural, behavioral, societal, social. Its not just guns, and its not just mental health. Its everything. But facts don't lie. Countries like Japan, Scotland or the greater UK have practically eliminated gun violence (in terms of both raw numbers and percentage). Part of their solution is strict gun control. And the results speak for themselves and those nations should be proud that so many lives have been saved. Facts don't lie. The US has more gun related deaths than the next 22 nations COMBINED. Guns are a huge part of this problem, but are clearly NOT the only part. Other than guns, what is so vastly different in the US versus every where else in the world (meaning ALL other civilized, first world, high income nations)? Are we really just the sickest nation? Have all these countries solved the mental heath issues? Do they regulate video games? Have they solved the poverty issue? Have they solved the broken family issue? Do they ban violent movies? Do they have extremely high rates of church attendance? The answer is no. They haven't and they don't.
It's time to Act: Sign a petition. Write a letter to your congressman. Donate to Leave Out Violence. Volunteer. Speak up. Speak out. Ask your principal what their plan is. Help. Seize this moment with your action. Do something. Together we can stand up to violence.
Can you help? Will you help? Contact me if you'd like to support Leave Out Violence. http://leaveoutviolence.org/newyork/
The complete guide on how to prevent an IT security breach.
Some of the tips include:
♦ Why keeping a clean desk matters
♦ How to avoid email threats, including five ways to block phishing attack
♦ How your employees can secure their mobile devices
♦ Website browsing best practices.
Aggressive Behavior in secondary schoolsTadele Fayso
Abstract The objective of this study was to explore types, magnitude, and predictors of aggression as well as methods that teachers use to control aggressions in secondary schools of Meskan woreda of the Gurage zone. Concurrent nested design was used for the study. A total of 352 secondary school students, 18 secondary school teachers and 2 principals participated in the study. Stratified random sampling technique was used to select student participants whereas purposive sampling technique was used to select teachers and principals. Questionnaire that contained items on socio-demographic variables, scales for aggression and parenting styles were used by the researcher to collect information from the students. Qualitative data were collected from teachers and principals through FGD. Descriptive statistics, one sample t- test, and step wise linear regression analysis were conducted to analyze the data. The findings disclosed that the three forms of aggression namely indirect, verbal and physical were prevalent among adolescents in secondary school of Meskan woreda. Regarding the magnitude of aggression, the findings indicate that adolescent in secondary school of Meskan woreda scored relatively high on the measure of indirect aggression. However, as the data show the students reported low level of indirect, verbal and physical aggression as compared to the hypothesized population mean (i.e. 2.0) in each form of aggression. The linear regression analysis reveals that school setting, age, grade level and scores on the measure of perceived parental warmth/love found to be significant predicators of aggression. Together, the four independent variables have explained 12.8% of the variance in aggression. This indicates that only a small but significant part of the variance in aggression was explained by the predictor variables. Regarding the methods teachers used to control aggression advising the wrong doer, handing over the wrong doer to discipline committee, consulting with parents, expelling from class and suspending/dismissing from the school were the most common methods reported by the teachers. Recommendations were also forwarded in the light of the findings. Keywords: Aggressive behavior; Parenting style; Secondary Schools
Bullying of Teenager and Commission of Suicide An Analysisijtsrd
Bullying refers to an unwanted aggressive behaviour involving real or perceived power imbalance. This is often repeated or has the potential to be repeated over time, causing serious and lasting problems for those who are bullied. It, therefore, becomes important to identify any indications of such behaviour right at the onset. The paper brought highlight on the laws related Bullying and Ragging. In this paper the researcher focus on the impacts of bullying on teenager and commission of suicide in India. The Key focus of the paper is to emphasizes that whether bullying leads to abetment to suicide and liability of peers who do so. Dr. Naveen Singh Chouhan "Bullying of Teenager and Commission of Suicide: An Analysis" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47684.pdf Paper URL : https://www.ijtsrd.com/management/law-and-management/47684/bullying-of-teenager-and-commission-of-suicide-an-analysis/dr-naveen-singh-chouhan
Peer Attachment and Intention of Aggressive Behavior among School Childreniosrjce
This paper attempts to ascertain the relationship between peer attachment and intention of
aggressive behavior amongst school children. There are literatures related to peer attachment quality and its
effects on adjustment and development.However, relatively little attention has been paid to the relationship
between peer attachments and intention of aggressive behavior. Positive peer attachment, respectively, have
been viewed as protective factors, that prevent peers from engaging in intention of aggressive behaviors, like
violence, risky sexual behavior, and bullying.. While the negative aspect of peer insecure attachment from the
school which is associated with more problematic functioning including higher rates of emotional problems,
substance use, aggression and delinquency. In this study, respondentswere 426 school children (males 199 and
females 227) between 13-17 years old. Data were analyzed using descriptive statistics and Pearson correlation
and t-test for student’sage groups.Peer attachment was measured using inventory of parents and peer
attachment (IPPA) with respect to peer attachment and adolescent intention of aggressive behaviour. Findings
have revealed that over all respondents show that there is a significant positive relationship between peer
influences on intention of aggressive behaviour.And there is no significant difference in age group of the
respondents and intention of aggressive behaviour. Peer influence on intention of aggressive behaviour is high
which is peer to peer aggressive act within the school environment which the harm that is always intention to
cause injuries, and destroy.Thus, expressive support and attention should be extended not just to the victims of
intention of aggressive behaviour cases, but also to intimidators. Recommendation of the study centers on the
need to examine the reports from school counselors and peers that engage in intention of aggressive behaviour.
SCHOOL VIOLENCE REPORTED SCHOOL SHOOTINGSAND MAKING SCHOOLS S.docxanhlodge
SCHOOL VIOLENCE: REPORTED SCHOOL SHOOTINGS
AND MAKING SCHOOLS SAFER
R
osalind
D
uplechain
,
P
h
D
University of West Georgia
R
obert
M
orris
,
P
h
D
University of West Georgia
This manuscript consists of three sections. Section one provides his
torical data on some 310 documented shootings that have taken place
on school property within the United States. Section two discusses
numerous risk factors associated with school shooters. Section three
discusses numerous strategies for creating safe schools.
Key words: U.S. schools shootings, risk factors of school shooters,
creating safe schools
School shootings are most commonly
committed by either a student who goes to
the school or by an intruder from off campus
who has a connection to someone within a
particular school. From 1760 until 2010, in the
United States alone, there have been more than
310
documented shootings on school property.
These researchers have gathered the following
historic data about these schools shootings:
Table 1.
Reported School Shootings in U.S.
*
Period of Time
Total Number of
School Shootings
)
1900 (140 year period
1760 -
25
)
1900 -
1930 (30 year period
39
1930 -
)
1960 (30 year period
45
)
1990 (30 year period
1960 -
53
— 2014 (24 year period
)**
1990
190
These data were collected from various newspa
per reports.
** Last count was October 24, 2014.
It is worth noting that America has wit
nessed four major school shootings in re
cent years - one at a university and three at
K-12 schools (public and private). In 1999,
Columbine High School was number 204
out of these 300 plus incidents. In 2006, the
Amish schoolhouse was number 236. In 2007,
Virginia Tech was number 242. In 2012, San
dy Hook Elementary School was number 300.
Since 2010, there have been at least 80
more school shootings. That’s an average of
school shootings per year from 2010 to
20
. The number of deaths in these addi
2014
tional school shootings is 86. Twenty-seven
deaths were reported for Newton, CT alone.
These figures are staggering even though
violent deaths at our schools account for less
than 1% of the homicides and suicides among
children ages 5 to 18 in the United States.
These types of tragedies touch the hearts
of every American and it is time to better un
derstand the particulars of the most horrible
of forms of school violence, school shootings.
Behaviors and Risk Factors of School
Shooters
There are several behaviors—risk fac
tors—of school shooters. All school person
nel should be aware of these risk factors as
many of them are understandable and easy to
identify.
145
146 / Education Vol. 135 No. 2
Bullying. Of course bullying and school shootings are directly linked to each other. Research by Crawford in 2001 reported that of the 37 school shootings he identified and studied, 75% of the school shooters felt bullied, threatened, or were attacked or injured by others. Several of the shooters he reported on said they experienced long-.
Running head BULLYING BULLYING BullyingBullyi.docxsusanschei
Running head: BULLYING
BULLYING
Bullying
Bullying literature review
Name
Course
Tutor
Date
Introduction
Bullying is a phenomenon that all individuals are familiar with either directly or indirectly through observing another person perpetrate or become the victim of bullying. Despite the near unanimous opinion that bullying is bad, schools and workplaces fail to stop the practice. Resent suicide deaths caused by bullying have brought bullying to the forefront of public discussion, despite this, the practice persists, and thousands of schoolchildren suffer in silence (Ortega, Mora‐Merchán, & Guarini, 2012). The use of force to intimidate and dominate others not only takes place in school hallways but also in workplaces. A significant number of adults polled in surveys revealed that they experienced some form of bullying (Woodrow & Guest, 2014). This literature review delves deeper into the subject of bullying with the aim understanding the key motivations of bullies, the impact of bullying on victims and possible solutions to the practice.
Literature review
Bradshaw, & Sawyer. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 361.
The first peer reviewed article that I assessed to help me understand bullying in schools comes from the Journal of School and Psychology review. The tone of the Journal article suggests that the authors intended it for an audience comprising of individuals in the education sector. In writing the article, the authors set out to understand victimization of students due to bullying and the difference in perception of students and teachers. The authors note that even though their study focused on elementary schools, the lessons apply in numerous environments where many people work together in close proximity (Bradshaw & Sawyer, 2007). In their quest to understand bullying, the authors observed that one of the reasons many schools fail to adopt appropriate measures to deal with bullying is that the staff’s perception of bullying is different from that of the students. To students, bullying is a detestable activity that has serious psychological implication; however, most staff brush off bullying as innocent jostling between students. The authors note the necessity of school staff to take bullying seriously to prevent more deaths and incidences of depression (Bradshaw & Sawyer, 2007).
Flaspohler, Elfstrom, Vanderzee, & Birchmeier. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 636-649.
The second peer reviewed paper that helped me better understand the issue of bullying in schools is from the Journal of psychology in schools. The authors of the peer-reviewed journal focused their research on the impact of teacher and peer intervention in reducing instances of bullying in schools. The authors intended the article towards ...
Bullying is a worldwide issue that can be seen in any school; it is not limited to one type of
public, private, primary or secondary, urban or rural institution and, as a result, brings anxiety, decreased
school absenteeism, academic school performance, and can even contribute to the suicide of bullying victims.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Impact of bullying on the performance of the students at primary level in sindh
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
Impact of Bullying On the Performance of the Students at
1
Primary Level in Sindh 2
2 2 3
Maqsood Ahmed , Dr Ishtiaq Hussain , Maqsood Ahmed , Sarfraz Ahmed , Dr Rabia Tabassum
1. Institute of Education & Research, Sarhad University of Information Technology (SUIT), Peshawar,
Pakistan
2. Institute of Education & Research, Kohat University of Science & Technology, Kohat, Pakistan
3. Institute of Education & Research, Northern University, Nowshera, Pakistan
* E-mail of the corresponding author: maqsood517@yahoo.com
Abstract
The study was designed to find out the impact of bullying on the performance of the students at primary
level of the students in Sindh. All Heads and Teachers working at government primary schools of Sindh
were constituted population of the study. The study was delimited to the government primary schools of
district Hyderabad. The study was significant in this sense that administrators of the schools can plan their
best schedule for minimizing the bad practice of bullying into the government primary schools of Sindh.
Government can also plan best curriculum to engage the students into different activities so that rate of
bullying can be decreased. Twenty male Heads and one hundred male teachers were taken randomly
through simple random sampling technique for the collection of the data. Two questionnaires were prepared
for Heads and the Teachers respectively for collection of the information. After getting information from
the heads and teachers, data was tabulated and analyzed by applying suitable statistical tools. It was
concluded from the results that rate of bullying at primary schools is higher as compared to the schools of
others districts of Sindh. It was suggested that different seminars should be arranged for imparting new
techniques to deal with the students at primary level and to increase their knowledge rather rate of bullying
into the schools.
Keywords: Bullying, Curriculum, Techniques, Knowledge
1. Introduction
The word "bully" was first used in the 1530s meaning "sweetheart," applied to either sex, from the
Dutch Boel "lover, brother," probably diminutive of Middle High German Boel "brother," of uncertain
origin (compare with the German Boel "lover"). The meaning deteriorated through the 17th century
through "fine fellow," "blusterer," to "harasser of the weak". This may have been as a connecting sense
between "lover" and "ruffian" as in "protector of a prostitute," which was one sense of bully (though not
specifically attested until 1706). The verb "to bully" is first attested in 1710. High-level forms of violence
such as assault and murder usually receive most media attention, but lower-level forms of violence such as
bullying has only in recent years started to be addressed by researchers, parents and guardians and authority
figures.
Bullies regularly engage in hurtful teasing, name calling, or intimidation, particularly against those
who are smaller or less able to defend themselves. They believe they are superior to other students, or
blame others for being weak or different. Bullies frequently fight with others as a way to assert dominance
and may also enlist friends to bully for them (Northwest Regional Educational Laboratory, 2001).
Bullies exhibit aggressive behavior toward their peers and often toward adults. They tend to have
positive attitudes toward violence, are impulsive, like to dominate others, have little empathy with their
victims, and unusually low levels of anxiety or insecurity. They may desire power and control and get
satisfaction from inflicting suffering. Despite common perceptions of bullies, they generally have average
to high levels of self-esteem, may be popular with both teachers and classmates, and may also do well in
school (Shellard, 2002; Northwest Regional Educational Laboratory, 2001; Olweus, 1993).
Bullying tends to increase through the elementary grades, peak in middle school, and drop off by
grades 11 and 12 (Northwest Regional Educational Laboratory, 2001; Olweus, 1993). The most common
17
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
form of bullying is verbal abuse and harassment, followed by social isolation and derogatory comments
about physical appearance (Shellard, 2002). At middle and high school, bullying most frequently involves
teasing and social exclusion, but may also include physical violence, threats, theft, sexual and racial
harassment, public humiliation, and destruction of property. At the elementary grades, bullying is more
likely to involve physical aggression, but is also characterized by teasing, intimidation, and social exclusion
(Banks, 1997). Bullying often occurs in areas with less adult supervision (hallways, locker rooms,
restrooms, cafeterias, and bus stops), although the classroom is not immune (Shellard, 2002).
2.Review of Related Literature
It is only in recent years that bullying has been recognized and recorded as a separate and distinct
offence, but there have been well documented cases that were recorded in a different context. The Fifth
Volume of the Newgate Calendar contains at least one example where Eton Scholars George Alexander
Wood and Alexander Wellesley Leith were charged, at Aylesbury Assizes, with killing and slaying the Hon.
F. Ashley Cooper on February 28, 1825 in an incident that would now, surely be described as "lethal
hazing." The Newgate calendar contains several other examples that, while not as distinct, could be
considered indicative of situations of bullying.
A student is being bullied when he or she is “exposed, repeatedly and over time,” to abuse or
harassment by one or more other students (Olweus, 1996). The goal of the bully is to gain power over and
dominate other individuals. There are three forms of bullying: physical (including hitting, kicking, spitting,
pushing, stealing, and destruction of property), verbal (such as taunting, malicious teasing, name calling,
and making threats), and psychological (including spreading rumors, manipulating social relationships,
exclusion from a peer group, extortion, and intimidation) (Cohn and Canter, 2003; Office of Juvenile
Justice and Delinquency Prevention, 2001; Koki, 1999; National Resource Center for Safe Schools, 1999).
Bullying has two key components: physical or psychological intimidation occurring repeatedly
over time and an imbalance of power. Taunting, teasing, and fighting don’t constitute bullying when two
persons are of approximately the same physical or psychological strength. Bullies engage in hurtful
behavior against those who can’t defend themselves because of size or strength, or because the victim is
outnumbered or less psychologically resilient (U.S. Department of Justice, 2004; Northwest Regional
Educational Laboratory, 2001; Olweus,1993).
2.1Types of Bullying:
There are various types of bullying but some of them are as cited below:
2.1.1 School Bullying
In schools, bullying occurs in all areas. It can occur in nearly any part in or around the school building,
though it more often occurs in PE, recess, hallways, bathrooms, on school buses and waiting for buses,
classes that require group work and/or after school activities. Bullying in school sometimes consists of
a group of students taking advantage of or isolating one student in particular and gaining the loyalty of
bystanders who want to avoid becoming the next victim. These bullies taunt and tease their target
before physically bullying the target. Bystanders may participate or watch, sometimes out of fear of
becoming the next victim. Bullying can also be perpetrated by teachers and the school system itself:
There is an inherent power differential in the system that can easily predispose to subtle or covert
abuse (relational aggression or passive aggression), humiliation, or exclusion — even while
maintaining overt commitments to anti-bullying policies.
2.1.2 Workplace Bullying
According to the Workplace Bullying and Trauma Institute workplace bullying is "repeated, health-
harming mistreatment, verbal abuse, or conduct which is threatening, humiliating, intimidating, or
sabotage that interferes with work, or some combination of the three." Statistics show that bullying is 3
times as prevalent as illegal discrimination and at least 1,600 times as prevalent as workplace violence.
Statistics also show that while only one employee in every 10,000 becomes a victim of workplace
violence, one in six experiences bullying at work. Bullying is a little more common than sexual
18
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
harassment but not verbal abuse which occurs more than bullying. Unlike the more physical form of
school bullying, workplace bullying often takes place within the established rules and policies of the
organization and society. Such actions are not necessarily illegal and may not even be against the firm's
regulations; however, the damage to the targeted employee and to workplace morale is obvious.
2.1.3 Bullying In Academia
Bullying in academia is workplace bullying of scholars and staff in academia, especially places of
higher education such as colleges and universities. It is believed to be common, although has not
received as much attention from researchers as bullying in some other contexts.
2.1.4 Bullying In Teaching
School teachers are commonly the subject of bullying but they are also sometimes the originators of
bullying within a school environment.
2.1.5 Cyber-Bullying
Cyber-bullying is any bullying done through the use of technology. This form of bullying can easily go
undetected because of lack of parental/authoritative supervision. Because bullies can pose as someone
else, it is the most anonymous form of bullying. Cyber bullying includes, but is not limited to, abuse
using email, instant messaging, text messaging, websites, social networking sites, etc.
2.2 Causes of Bullying or Harassment
The causes of bullying or harassment are as follows:
a. Cultural Causes of Bullying: In a culture that is fascinated with winning, power, and violence,
some experts suggest that it is unrealistic to expect that people will not be influenced to seek
power through violence in their own lives. Researchers point to the World Wrestling Federation
(WWF) as glorification of bullies in the name of entertainment and point out that the high rate of
domestic violence means that many young people grow up expecting that violence is an acceptable
way to get what one wants.
b. Institutional Causes: If the institution at which the bullying takes place - whether the home, the
school, or the workplace - does not have high standards for the way people treats each other, then
bullying may be more likely and/or prevalent.
c. Social Issues: The fact that one gets more social recognition for negative behaviors than for
positive ones can also contribute to bullying. Situation comedies and reality television, as well as
real life situations in schools, for example, show that acting out is more likely to get noticed than
behaving oneself civilly and courteously. Jealousy or envy and a lack of personal and social skills
to deal with such feelings can also bring some people to bullying.
d. Family Issues: Families that are not warm and loving and in which feelings are not shared are
more likely to have children who bully, either within the family home or in other locations in
which the children meet others. Another home environment that is prone to producing bullies is
one in which discipline and monitoring are inconsistent and/or a punitive atmosphere exists.
e. The Bully's Personal History: Children who experience social rejection themselves are more
likely to "pass it on" to others. Children who experience academic failure are also more likely to
bully others.
3. Research Methodology
3.1Population
All Heads and Teachers working at government primary schools of Sindh were constituted
population of the study.
3.2 Delimitation
The study was delimited to the government primary schools of district Hyderabad.
3.3 Sample
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Twenty male Heads and one hundred male teachers were taken randomly through simple random
sampling technique for the collection of the data. Total size of the sample was 120 participants.
3.4 Research Instrument
Two questionnaires were prepared for the Heads and Teachers to collect information for collection
of the information to find the impact of bullying on the performance of the students at primary level of
district Hyderabad.
3.5 Pilot Testing
Validity and reliability of the questionnaire was done while doing pilot testing and then tried on
the heads and teachers of the government primary schools of district Hyderabad.
3.6 Validity of the Instrument
The questionnaire was validated through experts in the relevant field.
3.7 Reliability of the Instrument
Split half method was used to find the internal consistency of the instrument and Cronbach’s
Alpha was used to check the reliability of the research instrument. The results of the pilot test were
analyzed using the Statistical Package for Service Solution (SPSS). The result value was r = 0.952 using
both the methods.
4. Results and Discussion
Information were collected through questionnaire from the heads and teachers of government
primary schools of district Hyderabad to find the impact of bullying on the performance of the students and
then interpreted as following;
5. Conclusion
After analysis and findings of the study, the following conclusions were drawn;
1. 93.5% heads and teachers were aware about the concept of bullying and 6.5% were not aware
about the bullying.
2. 74% of the participants were agreed that there was common practice of bullying into the school
and 26% schools did not have this bad practice.
3. 76% of the participants agreed that students did report to their teachers after bullying but 24% of it
said that they do not report after bullying.
4. 9% of the participants were in favour of bullying but 91% of the participants were not in favour of
this trend.
5. 6.5% of the heads and teachers were in favour of punishing the students when they report after
being bullied but 93.5% do not follow this attitude with the students.
6. 89% of the heads and teachers said that usually bullying was called by names rather to do
something else.
7. 83% of the heads and teachers were of the opinion that one should help the person if he is being
bullied by someone.
8. 90.5% of the participants felt that bullying was not good practice where only 9.5% agreed that we
should not be sad after seeing someone being bullied.
9. 82% of the heads and teachers were doing the teaching to stop bullying but only 18% heads and
teachers were against of that.
10. 70.5% of the heads and teachers agreed that bullying was a social trend where only 29% said that
this was not a social trend.
6. Recommendations
In the light of conclusions, there were following few recommendations;
1. Concept of bullying should be taught to the teachers so that they should teach and give awareness
about bullying.
2. It was seen that there was common practice of bullying into the school so it was recommended
that there should be some lessons into the curriculum so that one should be aware about the flaws
of this bad trend.
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Vol 3, No 3, 2012
3. Result indicated that students did not bother when they being bullied so it was recommended that
students should be taught that they should report to their teachers or headmasters if someone
commits this type of bad habit.
4. It was recommended that students should not be punished when they did report to their teachers
for having suitable guidance for the solution of the problems.
5. It was seen that usually bullying was considered that it was used by calling names into the schools
so it was recommended that students should be taught about the bad impression of this trend.
6. It was recommended that government should keep some minor punishments for committing some
mistakes like fine and extra duties at classroom so that this bad habit should be removed from the
educational institutions.
References
Banks, R. (1997). Bullying in Schools. ERIC Digests. Retrieved from http:// www.ericdigests.org.
Cohn, A., and Canter, A. (2003). Bullying: Facts for Schools and Parents. National Association of School
Psychologists. Retrieved from http://www.naspcenter.org.
http://csis.org/files/publication/sam_148.pdf
http://www.alisethi.com/reviews.html
http://www.wikipedia.com/reviews.html
Koki, S. (1999). Bullying in Schools Should Not Be Par for the Course. PREL Policy Brief
(November 1999). Retrieved from http://www.prel.org.
Northwest Regional Educational Laboratory. (2001). Schoolwide Prevention of Bullying. Retrieved from
http://www.nwrel.org.
Olweus, D. (1996). Bully/Victim Problems at School: Facts and Effective Intervention. Reclaiming children
and youth (Spring 1996), pp. 15-22.
Oxford Advanced Learner’s Dictionary (U.S. Dept. of Justice, Fact Sheet #FS-200127)
Shellard, E. (2002). Recognizing and Preventing Bullying. The Informed Educator Series. Arlington, VA:
Educational Research Service.
Williams, K. D., Forgás, J. P. & von Hippel, W. (Eds.) (2005). The Social Outcast: Ostracism, Social
Exclusion, Rejection, & Bullying. Psychology Press: New York, NY.
Authors:
1. Maqsood Ahmed , Ph D (Education) Scholar, IER, Sarhad University of Information Technology (SUIT),
Peshawar , PAKISTAN. maqsood933@Gmail.com
2. Dr Ishtiaq Hussain ,Assistant Professor, Institute of Education & Research, Kohat University of
Science & Technology, Kohat, Pakistan, ishtiaqkust@yahoo.com
3. Maqsood Ahmed, M Phil Education,Institute of Education & Research, Kohat University of Science &
Technology, Kohat, Pakistanmaqsood517@yahoo.com
4. Sarfraz Ahmed, M Phil Education, Institute of Education & Research, Kohat University of Science &
Technology, Kohat, Pakistan, sarfraz206@yahoo.com
5. Dr Rabia Tabassum, Assistant Professor, Institute of Education & Research, Northern University,
Nowshera, Pakistan, rabiatabassum@yahoo.com
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Vol 3, No 3, 2012
Table No 1:
Do you know what bullying is?
Respondents Yes No Total Yes % No %
Heads 18 2 20 90 10
Teachers 97 3 100 97 3
Total 115 5 120 93.5 6.5
Results indicated that 93.5% heads and teachers were aware about the concept of bullying only
6.5% participants were not aware about the bullying.
Table No 2:
Do you find the practice of bullying in your school?
Respondents Yes No Total Yes % No %
Heads 15 5 20 75 25
Teachers 73 27 100 73 27
Total 88 32 120 74 26
The above table illustrates that 74% of the participants were agreed that there was common
practice of bullying into the school. There were only 26% schools were far from this bad practice.
Table No 3:
Do students come to you to report after bullying?
Respondents Yes No Total Yes % No %
Heads 16 4 20 80 20
Teachers 72 28 100 72 28
Total 88 32 120 76 24
The above results indicated that 76% of the participants agreed that students did report to their
teachers after bullying but 24% of the participants said that they do not report after bullying.
Table No 4:
Do you think that bullying is good?
Respondents Yes No Total Yes % No %
Heads 3 17 20 15 85
Teachers 3 97 100 3 97
Total 6 114 120 9 91
This table showed that 9% of the participants answered yes which means that they were in favour
of bullying but 91% of the participants were not in favour of this trend.
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Vol 3, No 3, 2012
Table No 5:
Do you punish the students when they report to you after being bullied?
Respondents Yes No Total Yes % No %
Heads 2 18 20 10 90
Teachers 3 97 100 3 97
Total 5 115 120 6.5 93.5
The above statistics showed that 6.5% of the heads and teachers agreed for punishing the students
when they did report after being bullied but 93.5% do not follow this attitude with the students.
Table No 6:
Do you often observe bullying being called by names?
Respondents Yes No Total Yes % No %
Heads 17 3 20 85 15
Teachers 93 7 100 93 7
Total 110 10 120 89 11
From the above table it was concluded that 89% of the heads and teachers said that usually
bullying was called by names rather to do something else.
Table No 7:
Do you help someone after seeing him being bullied?
Respondents Yes No Total Yes % No %
Heads 14 6 20 70 30
Teachers 96 4 100 96 4
Total 110 10 120 83 17
The above result illustrates that 83% of the heads and teachers were of the opinion that one should
help the person if he is being bullied by someone.
Table No 8:
Do you feel sad after seeing someone being bullied?
Respondents Yes No Total Yes % No %
Heads 18 2 20 90 10
Teachers 91 9 100 91 9
Total 109 11 120 90.5 9.5
The above statistics showed that 90.5% of the participants felt that bullying was not good practice
where only 9.5% agreed that we should not be sad after seeing someone being bullied. Table No 9:
Do you advise someone to stop the bullying?
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Vol 3, No 3, 2012
Respondents Yes No Total Yes % No %
Heads 19 1 20 95 5
Teachers 69 31 100 69 31
Total 88 32 120 82 18
The above table indicated that only 82% of the heads and teachers were doing the teaching to stop
bullying but only 18% heads and teachers were against of that.
Table No 10:
Do you think that bullying is a social trend?
Respondents Yes No Total Yes % No %
Heads 14 6 20 70 30
Teachers 71 29 100 71 29
Total 85 35 120 70.5 29.5
The above result showed that 70.5% of the heads and teachers agreed that bullying was a social
trend where only 29% said that this was not a social trend.
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