Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Te Lived Experience of School Bus Drivers: Bullying Prevention on School Buses Timothy Crable Walden University Follow this and additional works at: htps://scholarworks.waldenu.edu/dissertations Part of the Public Administration Commons, and the Public Policy Commons Tis Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Timothy Crable has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Bethe Hagens, Committee Chairperson, Public Policy and Administration Faculty Dr. Agatha Parks-Savage, Committee Member, Public Policy and Administration Faculty Dr. Christopher Jones, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract The Lived Experience of School Bus Drivers: Bullying Prevention on School Buses by Timothy Edward Crable MA, Saint Leo University, 2008 BA, Saint Leo University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University June 2016 Abstract U.S. school bus drivers witness bullying on their buses on a regular basis but are often not consulted on how to prevent bullying or how to maintain a safe environment. Over 24 million U.S. student passengers ride school buses daily, yet the voices of bus drivers have been inadequately represented in the development of school bullying policies. The purpose of this phenomenological study was to examine the lived experience of 12 active school bus drivers and their perceptions of bullying on the bus, driver training programs, school antibullying policies, and other mandated procedures developed for bus drivers. The conceptual framework combined Bandura’s social learning theory and Bronfenbrenner’s social ecological systems model. Data were sorted into 14 themes from semistructured interviews that were coded and analyzed using Moustakas’s methodology of bracketing personal opinion, horizonalization, and privileging rich textural description in participants’ language. Findings indicated that these bus drivers do feel supported by school administrators, but they lack continuous training, rely on experience over training, are subject to intimidation and threats by students and parents, and seek greater communication with student support groups. Positive social change implications include recommendations to school district administrators to develop driver antibullying training which takes into account all components of passenger safety. Findings support development of administrative policy mandating a direct, ongoing channel of communication between drivers and school administrators to assure antibullying policy implementation fidelity. The Lived Experience of School Bus Drivers: Bullying Prevention on School Buses by Timothy E. Crable MA, Saint Leo University, 2008 BS, Saint Leo University, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy and Administration Walden University June 2016 Dedication I dedicate this dissertation to my beautiful daughters, Natiera Kiani Raena Crable and Kennedy Morgan Crable. Your strength, intelligence, optimism, and humor continue to motivate me. Acknowledgments First, I thank my beautiful and caring wife, April R. Crable, for her wisdom, love, and endless encouragement. I look forward to growing old and wrinkly with my soul mate. I love you, babe. I also want to thank my praying mother, Deaconess Crable. Thank you for instilling in me the importance of education and the desire to be a catalyst for positive social change in my community. To my family: I want to thank you for the patience and love you have given me over the years. I also want to thank my friends who have maintained my friendship through the years. Dr. Bethe Hagens: Thank you for the encouragement, empowerment, guidance, and insight throughout this endeavor. You have been exactly the calming and inspirational force I needed to bring this academic milestone to fruition. My only wish is that I had met you sooner. Dr. Agatha Park-Savage, I sincerely thank you for the guidance, insight, patience, and support you have given me these few years; it is truly appreciated. Dr. Christopher Jones, thank you for your support. You have been a great addition. I want to acknowledge all of my professors and cohort for providing tremendous support. I have gained great friends through the journey. Last, but definitely not least, very special thanks to Dr. Lee A. Underwood, Dr. Christina Underwood, Dr. Ann Allison, Dr. Cynthia Jackson, and Mr. Reggie Jackson: Without your support, this achievement would not have been possible. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Problem Statement .........................................................................................................8 Purpose of the Study ....................................................................................................11 Research Questions ......................................................................................................12 Theoretical and Conceptual Frameworks ....................................................................12 Nature of the Study ......................................................................................................16 Definitions....................................................................................................................18 Assumptions and Limitations ......................................................................................20 Scope and Delimitations ..............................................................................................21 Significance of the Study .............................................................................................21 Summary ......................................................................................................................22 Chapter 2: Literature Review .............................................................................................24 Introduction ..................................................................................................................24 Literature Search Strategy............................................................................................25 Theoretical Foundation ................................................................................................25 Social Learning Theory......................................................................................... 25 Social Ecological Theory ...................................................................................... 27 i Application of Social Learning and Social Ecological Systems Theories ............ 28 Overview of Bullying ..................................................................................................30 Types of Bullying ................................................................................................. 32 School Bus Bullying ............................................................................................. 33 Effects of Bullying Behavior ................................................................................ 34 Students’ Perceptions of Bullying ........................................................................ 37 Bus Drivers ..................................................................................................................38 Qualifications and Duties ...................................................................................... 38 Bus Drivers and Bullying...................................................................................... 40 Bus Drivers as Victims ......................................................................................... 42 Bus Drivers as Bullies ........................................................................................... 42 Health Risks of Bus Drivers ................................................................................. 44 Effectiveness of Bullying Prevention ..........................................................................44 School Bus Intervention Strategies ..............................................................................47 Training Models .................................................................................................... 47 Technology ........................................................................................................... 48 Adult Monitors ...................................................................................................... 49 Discipline Strategies ............................................................................................. 49 Bullying Policies and Laws .........................................................................................50 Summary ......................................................................................................................52 Chapter 3: Research Method ..............................................................................................55 Introduction ..................................................................................................................55 ii Purpose Statement and Research Questions ................................................................55 Research Design...........................................................................................................56 Case Study Method ............................................................................................... 58 Role of the Researcher .......................................................................................... 61 Participant Selection Logic, Recruitment, and Participation .......................................63 Instrumentation ............................................................................................................65 Data Collection ............................................................................................................66 Data Analysis ...............................................................................................................67 Research Quality: Issues of Trustworthiness, Reliability, and Validity ......................68 Ethical Procedures .......................................................................................................69 Summary ......................................................................................................................69 Chapter 4: Findings ............................................................................................................71 Introduction ..................................................................................................................71 Recruitment ..................................................................................................................72 Demographics ..............................................................................................................73 Data Collection and Setting .........................................................................................73 Data Analysis ...............................................................................................................75 Findings........................................................................................................................76 Research Quality: Issues of Trustworthiness, Reliability, and Validity ....................103 Summary ....................................................................................................................104 Chapter 5: Conclusion......................................................................................................106 Introduction ................................................................................................................106 iii