Abstract
This investigation examines the impact teacher protection and principal role ambiguity have on elementary school student bullying. Data were collected from 1,554 teachers and 198 campus administrators from 104 elementary schools in Texas. HLM analyses are employed to identify the effect that teacher protection, administrator role ambiguity, school size, and socioeconomic status have on student bullying. The findings indicate when teachers espouse a belief in protecting students from bullying and administrators clearly understand their roles, bullying incidents decrease. Thus, enhancing teacher protection and administrator role clarity may serve as useful tools to help educators reduce incidents of school bullying.
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