Document Type
Dissertation
Date of Award
2025
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Jesse Sealey
Abstract
Cyberbullying is a pervasive issue in secondary schools, posing significant challenges to student well-being and academic success. This phenomenological study explored how school leaders perceived their responsibilities in addressing and preventing cyberbullying within secondary school environments. Grounded in ecological systems theory, the study examined social media technologies and their relation to cyberbullying in schools, cyberbullying and cybervictimization, digital literacy among students, faculty, and parents/guardians, social media exposure and its impact at school, implications for school leaders addressing cyberbullying and both the value and problems of digital literacy. Through in-depth interviews and qualitative analysis, school leaders revealed a shared commitment to proactive policies, digital citizenship education, and stakeholder collaboration, while also identifying barriers such as limited resources and a constantly evolving digital landscape. The findings offered insights into the complex dynamics of cyberbullying and emphasized the need for ongoing professional development and district-level guidance and awareness. These results informed practical implications for enhancing school leader preparedness and shaping effective school-wide interventions and policies.
Subject Categories
Education
Keywords
cybervictimization, digital literacy among students, faculty, and parents/guardians, social media exposure and its impact at school, implications for school leaders addressing cyberbullying and both the value and problems of digital literacy.
Number of Pages
89
Publisher
University of South Dakota
Recommended Citation
Pechholt, Masey, "SECONDARY SCHOOL LEADERS’ PERCEPTIONS OF THEIR ROLE IN MITIGATING CYBERBULLYING" (2025). Dissertations and Theses. 363.
https://red.library.usd.edu/diss-thesis/363