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An exploration of teachers’ perceptions and experiences of the student’s voice in bullying situations in post-primary schools

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dc.contributor.advisor Myers, Gerry
dc.contributor.author Doyle, Padraig
dc.date.accessioned 2020-01-21T17:36:05Z
dc.date.available 2020-01-21T17:36:05Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/10344/8398
dc.description non-peer-reviewed en_US
dc.description.abstract The aim of this qualitative study is to explore teachers’ perceptions and experiences of the student’s voice in bullying situations in post-primary schools. This research aims to establish the manner in which student voice is incorporated in areas relating to bullying. The researcher believes that an empirical gap for such interpretivist research exists, as there seems to be inadequate exploration of this subject. An interpretive paradigm was engaged using semi-structured interviews in this research to amass in-depth information (Thomas 2013). The researcher utilised a thematic approach to analyse the interview data (Guest et al., 2012). The researcher employed Braun and Clarke’s (2006) six-phase thematic model to identify, analyse and describe patterns in the data gathered. In the primary findings three overarching themes emerged. Firstly, student voice is an integral aspect in school life and needs to be further promoted. Secondly, teacher–student relationship is vitally important in nurturing student voice in all situations, including bullying. Finally, many barriers exist which impede the promotion of student voice. The importance of the role of student council was promulgated by all nine participants, with a feeling, however, that this should not be an exclusively singular approach and that other initiatives were warranted to really cultivate student voice. The role of the pastoral care team in the promotion of student voice was highlighted, with particular attention given to the role of guidance counsellors because of their extensive training and knowledge of the student body. Findings from this study suggest that there is an appetite to incorporate student voice in all educational situations and not exclusively in the context of bullying. It is evident, however, that lack of appropriate training, time and resources are impeding such a valuable endeavour. This thesis concludes with recommendations to inform policy, practice and research in this area. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject perceptions en_US
dc.subject bullying en_US
dc.subject barriers en_US
dc.title An exploration of teachers’ perceptions and experiences of the student’s voice in bullying situations in post-primary schools en_US
dc.type info:eu-repo/semantics/masterThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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