Parents’ preferences on the content of a school bullying programme

Abstract

Research studies involving parents’ insight on content elements of school bullying programmes were identified as minimal, therefore this study aimed at addressing that limitation in research. This was done by obtaining parents’ preferences on the content elements that are to be included in a potential 3D-bullying programme (including parents, educators, and learners), at five schools. This would shed light into the specific needs of different school environments in communities with varying socio-economic circumstances to promote the development of context-specific school bullying prevention programmes. Aim of the study: To determine by means of a cross-sectional survey the preferences of parents regarding the content elements that should be included in a potential 3D-bullying programme. Methodology: This study followed a quantitative research approach and a quantitative-descriptive (survey) design. With the aim of obtaining information regarding the parent dimension of the bullying phenomenon, by having them respond to a questionnaire containing possible content elements of a potential 3D-bullying programme. Furthermore, a randomized cross-sectional survey design was utilized for this study that will act as a needs assessment research phase dealing with the development of a 3D-bullying programme, based upon the social group work intervention method in social work. This design was utilized as it is ideal for collecting facts and opinions regarding actions, attitudes, perceptions, and expectations regarding a 3D-bullying programme from respondents (parents) at a certain point in time. This data was analysed utilizing IBM SPSS v26, and comprised of a descriptive analysis to describe the characteristics of the sample by calculating frequencies and percentages, means and standard deviations. Secondly, an inferential analysis was conducted of the questionnaire in the form of an explanatory factor analysis (EFA) to determine the latent constructs underlying questions of the questionnaire. The Kaiser-Meyer-Olkin test (KMO) and the Bartlett test of Sphericity were used to determine the adequacy of the item correlation matrix, upon which the factor analysis was based. A reliability analysis was conducted by means of Cronbach’s Alpha, to determine the construct’s internal

consistence. Further analysis was carried out by means of t-tests and ANOVA, for determining whether the answers on the constructs differed between different groups (i.e. age, home language, etc.). Additionally, p-values are reported for the sake of completeness, with the significance level set at α = 0.05. Furthermore, Cohen’s effect sizes were reported following the guidelines of; 0.2 smaller effect, 0.5 medium effect, and 0.8 large effect. Lastly, the survey was analysed by means of the seven steps indicated by Creswell and Plano Clark (2013:213-214), including; 1) data reduction, 2) data display, 3) data transformation, 4) data correlation, 5) data consolidation, 6) data comparison and 7) data integration. Data collected by an open-ended question at the end of the survey was transcribed to identify corresponding themes that emerged. Findings: The key findings of this study could be useful for developing a three-dimensional social group work school bullying programme that include parents, educators, and children to address bullying in primary schools.