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Aug 6, 2019 · While job satisfaction and good relationships can be seen as elements that contribute to well-being at work, many teachers are exposed to violent incidents that impair their well-being. Support from colleagues and school management can mitigate these difficulties and foster well-being.
Our findings reveal the role played by working conditions in determining teachers’ experience of violence: greater job demands are associated with most offense types, whereas the availability of diffused social support at school is associated with lower rates of harassment.
This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher‐directed violence.
4.9.2 The impact of violence on teachers’ health and well-being The main aim of the study was to explore how violence affects the teachers’ well-being and health. The extracts below reveal various ways in which participants were affected by violent attacks against them and their learners.
- The Roles of Attributions
- The Roles of Emotions
- Implications
- Future Research
- Limitations
- Summary
We examined two types of attributions: characterological self-blame (CSB), and behavioral self-blame (BSB; Janoff-Bulman 1979). Teachers who reported high levels of CSB made attributions to aspects of their personalities (e.g., “Things like this happen to me because people know I won’t do anything about it”); thus, teachers high in CSB made attribu...
In Weiner’s model of attributions, emotions play significant roles in the attributional process. After the occurrence of an event, subsequent behaviors result from the types of emotions that are experienced. Emotions emerged as predictors of a number of behavioral outcomes for teachers who had experienced an act of violence. We tested mediational m...
Violence directed against teachers has been referred to as a silent national crisis (American Psychological Association 2016). Results of the present study add to the extant literature, by providing further evidence for the roles of attributions in workplace violence (e.g., Bowling and Beehr 2006; Douglas and Martinko 2001; Martinko and Zellars 199...
Whereas we have uncovered some intriguing patterns in our data, numerous questions merit further investigation. One area that has received little attention in the literature is the long-term effects of violence directed against teachers. Research indicates that victims of violent crimes may be vulnerable to experiencing post-traumatic stress disord...
We encourage readers to interpret findings in light of the following limitations. First, data are not entirely representative of the U.S. population of teachers. Whereas our sample is large and does represent teachers from 48 of the 50 states, a larger-scale study from a nationally representative sample is warranted. The National Center for Educati...
Results indicated teachers engage in a variety of beliefs and behaviors after having experienced violence. When teachers’ reactions to experiences of violence are examined within the larger context of research on effective classroom management (e.g., Pas et al. 2015) and the descriptive literature on predictors of victimization (e.g., Espelage et a...
- Eric M. Anderman, Dorothy L. Eseplage, Linda A. Reddy, Susan D. McMahon, Andrew Martinez, Kathleen L...
- 2018
APA highlights potential predictors of violence directed against K-12 teachers, proposes strategies to promote safe classrooms and schools, and encourages a national research agenda for future policy.
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The literature suggests that teachers are increasingly exposed to violence on the part of students and/or their parents. Inappropriate and/or aggressive behavior like this can reduce a teacher’s occupational well-being and make it more difficult to build positive relationships in the classroom.
