ABSTRACT
This paper presents the findings on bullying behaviour among secondary school students in Ogbe Secondary School. The purpose of this study was to explore the perception of teachers and students about bullying behaviour among secondary school in Ogbe. More specifically, the study explore the element of bullying, characteristics of bullying, factors and consequences of bullying behaviour among secondary school students as perceived by both teachers and students. Both qualitative and quantitative approach was used through out the study. In which a cross sectional survey design was adopted. The study gathered 160 informant, where 100 teachers who were obtained through random sampling participated in the study. Purposive sampling was used to identify discipline teachers and students who participated in the interview. It was found that physical aggression was perceived to be the dominant element of aggression. Boys were highly preferred to be bullies than girls. Also, watching violent films was the dominant factor for aggression and poor academic performance was mostly preferred as the impact of bullying.
CHAPTER ONE
INTRODUCTION:
1.1 BACKGROUND OF THE STUDY
Aggression among students of secondary school occur world wide, among all problems of secondary school, none is as debilitating as aggression because of its effect on the bully and the victim as well. Aggression is a pattern of behaviour in which one individual is chosen at the target of repeated aggression of one or others; the target person (the victim) generally has less power than those who engage in aggression (bullies). Baron and Bryne, (2005). Social psychologist in their definition says that aggression is a psychological violence; a sustain aggression that strips a person of control and dignity Paszkiewicz (2010). Based on this definition, the researcher will accentuate that aggression is using power to hurt or humiliate other person. Aggression is rampart in our secondary school and it has a lot of effects
on the students. It’s difficult to discover a secondary school today was aggression does not exist. According to the journal of the American Association; out of more 15,000 public school student surveyed in the United States, nearly 30% reported occasional to frequent involvement in
aggression. Whether as a bully, or target or both. In the United Kingdom, the British School Health Education unit found that a quarter of 10 – 11 years old survey were bullied either everyday of “often”, another report says that 15% of Australian children admit to have being bullied weekly, the case with Nigerian school may not be dierent if appropriate statistic is taken. These figures can be higher in percentage depending on how one defines the problem and view
its prevalence. If we will accept nicknaming children and excluding them from games as bullying,
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