Addressing violence against teachers: A social‐ecological analysis of teachers' perspectives

Abstract

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under‐investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher‐directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social‐ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.

El bienestar emocional de los docentes como factor determinante en los procesos de enseñanza/aprendizaje en el aula

“…El bienestar docente también se ha definido en términos de aspectos psicológicos como el sentido de realización y la satisfacción laboral personal, entre otros (Skinner et al, 2021). Asimismo, existen estudios que se han centrado principalmente en aspectos negativos de la docencia, como el agotamiento (Ratto Dattoli et al, 2015), la insatisfacción laboral (Kurt y Demirbolat, 2018), o la violencia (McMahon et al, 2020;Varela et al, 2020).…”

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“…As some studies, including ours indicate, school-based violence does not only affect students but also teachers and school administrators (McMahon et al, 2020). Therefore, it is the duty of all stakeholders to participate in creating a safe atmosphere for learning.…”

“…Across the world, violence in schools is a phenomena of concern (McMahon et.al, 2020;Furlong & Morrison, 2000;1994) needing intervention, particularly its impacts. Although schools are considered safe places, they are also associated with violent acts (Furlong & Morrison, 1994;McMahon, 2020). Furlong and Morrison argue that taking into consideration "the role that school as a physical, educational, and social environment plays in violence among its participants" is the best way to focus attention on the worthiness of the issue of violence (2000, p. 73).…”

Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.

“…Researchers have begun examining not only the prevalence of teacher violence but also the predictors and consequences of teacher victimization (e.g., Curran et al, 2019; Martinez et al, 2016; McMahon, Peist, et al, 2020). They have examined individual teacher demographics (e.g., gender, race/ethnicity, year of experience), school-level factors (e.g., primary vs. secondary, school climate), and/or community-level factors, such as urbanicity, socioeconomic status, and/or community crime rates (e.g., see review by Reddy et al, 2018).…”