Communal schools and teacher victimization

2019 ◽  
Vol 45 (4) ◽  
pp. 397-407 ◽  
Author(s):  
Allison A. Payne ◽  
Denise C. Gottfredson
Keyword(s):  
Teacher Victimization

The Role of the Perceptions of School Climate and Teacher Victimization by Students

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5526-5551 ◽  
Author(s):  
Francis L. Huang ◽  
Colleen Lloyd Eddy ◽  
Emily Camp
Keyword(s):  
Special Education ◽  
Public Schools ◽  
School Climate ◽  
Fixed Effects ◽  
Administrative Support ◽  
The United States ◽  
School Bullying ◽  
Data Set ◽  
Teacher Victimization ◽  
K 12

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

2020 ◽  
Vol 90 (4) ◽  
pp. 432-444
Author(s):  
Verónica López ◽  
Rami Benbenishty ◽  
Ron Avi Astor ◽  
Paula Ascorra ◽  
Luis González
Keyword(s):  
School Climate ◽  
Peer Victimization ◽  
School Safety ◽  
Teacher Victimization

scholarly journals Teacher victimization, turnover, and contextual factors promoting resilience

2017 ◽  
Vol 18 (1) ◽  
pp. 21-38 ◽  
Author(s):  
F. Chris Curran ◽  
Samantha L. Viano ◽  
Benjamin W. Fisher
Keyword(s):  
Contextual Factors ◽  
Teacher Victimization

Teacher Victimization in Authoritative School Environments

2018 ◽  
Vol 88 (4) ◽  
pp. 272-280 ◽  
Author(s):  
Ryan R. Kapa ◽  
Jeremy Luke ◽  
Dorothy Moulthrop ◽  
Belinda Gimbert
Keyword(s):  
School Environments ◽  
Teacher Victimization

scholarly journals Individual, Family, Peer, and School Risk Factors for Teacher Victimization

2019 ◽  
Vol 19 (4) ◽  
pp. 1-13
Author(s):  
Anna Sorrentino ◽  
David P. Farrington
Keyword(s):  
Risk Factors ◽  
School Climate ◽  
Parental Support ◽  
Moral Disengagement ◽  
Longitudinal Design ◽  
Parent Support ◽  
Intervention Programs ◽  
Prevention And Intervention ◽  
Teacher Victimization ◽  
School Risk Factors

In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total o251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.

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