Management of Spiritual Gifts and Its Implications on Effective Church Management: a Case Study of Foursquare Gospel Church, Awolowo Way Zone
CHAPTER ONE
Objective of the study
- To determine the prevalence of bullying behavior across different types of secondary schools and identify any significant differences in occurrence rates.
- To examine the underlying factors within each school type that contribute to variations in bullying behavior.
- To investigate the effectiveness of interventions and preventive measures targeting bullying behavior in public, private, and charter schools, assessing variations in implementation and outcomes.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Prevalence of Bullying
Bullying, according to Rigby (2008), is “the systematic abuse of authority in interpersonal relationships.” alternatively, bullying happens when a person is frequently directed by someone or a group with significant authority, either physically or socially. Rigby contends that maltreatment of force isn’t limited to authoritative or “official” activities, but that it occurs in many areas of life “power to control over someone” is a possibility for almost everyone. As a result, there Physical and psychological imbalances appear to exist between the domineering jerk and the person in question (Olweus & Solberg, 2009). Bullying in schools, according to Moon (2008), it is a global issue that could have a devastating effect on the school environment as a whole and children’s rights to learn in a secure, fear-free environment. It’s a common occurrence, and it’s also one of the most under-reported school safety issues. Until recently, most bullying researchers focused solely on school bullying, despite the fact that other Bullying in various forms has been thoroughly researched. The justification behind this is that harassing has turned into a typical and normal event among children adolescents during their school years. In this regard, Sampson (2002) claims that “bullying occurs most frequently in elementary school, slightly less frequently in middle school, and less frequently, but still regularly, in high school.”
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain influence of school type on bullying behavior among secondary school students in Akoko south west local government, Ondo state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing influence of school type on bullying behavior among secondary school students in Akoko south west local government, Ondo state.
Summary
This study was on Influence of school type on bullying behavior among secondary school students in Akoko south west local government, Ondo state. Three objectives were raised which included: To determine the prevalence of bullying behavior across different types of secondary schools and identify any significant differences in occurrence rates, to examine the underlying factors within each school type that contribute to variations in bullying behavior and to investigate the effectiveness of interventions and preventive measures targeting bullying behavior in public, private, and charter schools, assessing variations in implementation and outcomes. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from secondary school students in Akoko south west local government, ondo state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In examining the influence of school type on bullying behavior among secondary school students in Akoko South West Local Government Area, Ondo State, several key findings have emerged. Firstly, our study revealed variations in the prevalence and manifestations of bullying across different types of schools, including public, private, and charter schools. While the exact prevalence rates may vary, bullying remains a significant concern in all school types, necessitating targeted interventions and support.
Secondly, the study identified several underlying factors within each school type that contribute to variations in bullying behavior. Factors such as organizational climate, disciplinary policies, and school culture play crucial roles in shaping the social dynamics and norms within schools, influencing the occurrence and management of bullying incidents.
Thirdly, distinct patterns of bullying behavior were observed across public, private, and charter schools in Akoko South West Local Government Area. While the specific forms of bullying may differ, including verbal, physical, relational, and cyberbullying, the underlying dynamics and motivations remain consistent across school types.
Recommendation
Based on the findings of the study on the influence of school type on bullying behavior among secondary school students in Akoko South West Local Government Area, Ondo State, the following recommendations are proposed:
- Comprehensive Anti-Bullying Policies: All schools, regardless of type, should develop and implement comprehensive anti-bullying policies that clearly define bullying behavior, outline consequences for perpetrators, and provide support for victims. These policies should be communicated to all stakeholders and consistently enforced to create a safe and supportive school environment.
- Promotion of Positive School Climate: Schools should prioritize efforts to foster a positive and inclusive school climate characterized by respect, empathy, and cooperation. This includes promoting positive relationships among students and staff, encouraging open communication, and addressing issues of discrimination or harassment promptly and effectively.
- Investment in Staff Training: School staff, including teachers, administrators, and support personnel, should receive ongoing training on bullying prevention, intervention, and response strategies. Training programs should focus on recognizing the signs of bullying, implementing effective disciplinary practices, and providing support to both victims and perpetrators.
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