CHAPTER 2

LITERATURE
REVIEW

Research No. 1 by Marisa E. Marraccini

What?
- Preliminary findings suggest that teacher bullying and the maltreatment of students may result in
loss of trust, feelings of hopelessness and depression, oppositional behaviour and increased fighting
amongst peers (Pottinger & Stair, 2009).
- The findings also revealed a relationship between teacher bullying and professor/instructor
bullying. Additional characteristics of student victims of teacher and professor/instructor bullying
were explored; however, no significant differences were demonstrated between male and female
students or between students with and without disabilities in their self-reported ratings of being
bullied by teachers and professors/instructors.
- Research assessing professor/instructor bullying of college students, however, has been largely
overlooked in the literature. Increasing knowledge about professor and instructor bullying is
important given research findings that college students perception of rapport with their
professors/instructors predicts motivation, perceptions of learning, and perceived grades (Wilson,
Ryan & Pugh, 2010)
- These findings were stable across schools located in towns, suburban areas, and urban areas. More
recently, another nationally representative study conducted by Vaughn et al. (2010) reported that six
percent of the population, based on interviews with over forty thousand individuals, reported
lifelong bullying of others.
-These findings support the supplemental use of peer and/or teacher reports, as well as the use of
questionnaires with multiple items, opposed to dichotomous self-report questionnaires alone.
-The present research study a) investigated the psychometric properties of the SPPBQ, b) examined
prevalence rates of bullying based on descriptive findings, c) explored the relationship between
teacher bullying and professor/instructor bullying, and d) explored the characteristics of student
victims of teacher and professor/instructor bullying.
-The primary purpose of the present study was to explore the prevalence estimates of
professor/instructor bullying on a college campus. The following section provides prevalence
estimates of bullying based on descriptive findings of the study.
- The findings provided support for good criterion validation for overall teacher and
professor/instructor bullying and its two subcomponents Academic Bullying and Physical
Bullying
-The present studys findings are remarkably consistent with the rates reported by Chapell and
colleagues in 2004.

Research No.2 by
What?
- The findings suggest children learn to become bullies, due to environmental factors.
- The study was conducted through a review of the literature. The articles chosen for analysis were
selected due to their content and research on bullies, their victims, parenting style and the
environmental factors that make bullying possible.
- In 1996, Ross conducted a study on bullies. She divided bullies into three groups; dominating
bullies, anxious bullies, and bully-victims. Dominating bullies and anxious bullies frequently come
from homes in which power issues dominate and sibling interaction is more powerful than childparent relationships. She also found that parents who rarely talk as equals with their children and
expect their demands to be met without question, for example, might encourage bullying behaviour
in a child.
- The study consisted of a review of the literature, which was conducted during the spring and
summer of 2002. Literature from a variety of sources from 1992 to 2002 was collected and
examined.
- Conduct research of bullying to determine the appropriate time to intervene and the
effectiveness of early intervention.