Prevalence of violence by teachers and its association to students’ emotional and behavioral problems and school performance: Findings from secondary school students and teachers in Turkey

Kızıltepe, Rukiye; Irmak, Türkan Yılmaz; Eslek, Duygu; Hecker, Tobias

doi:10.1016/j.chiabu.2020.104559

Cited by 25 publications

(31 citation statements)

References 48 publications

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“…Indeed, the school may be the first place that children experience emotional abuse (Nesbit & Philpott, 2002). While studies show that teachers' emotional mistreatment towards students is a widespread problem with profound negative impact (Kızıltepe et al, 2020), our paper is one of the first to study the topic rigorously. As such, determining the long-term impact, and, in particular, the effect on social-emotional skills, is quite essential as it helps explain various types of behavior in adults that may be prevented if the process leading to such negative outcomes was better understood.…”

Section: Discussionmentioning

confidence: 93%

“…Students' exposure to emotional mistreatment by teachers was found to be linked to a decrease in well-being, an increase in somatic stress (Brendgen et al, 2006), and various psychological traumas (Reza et al, 2020). In the academic sphere, it was linked to poor academic achievement (Kızıltepe et al, 2020), lack of school engagement (Roorda et al, 2011), decrease in cognitive resources and academic motivation (Aroas, 2018), and a loss of interest in teacher's opinions and the school (Geiger, 2017). Emotional mistreatment was further linked to emotional and behavioral problems (Kızıltepe et al, 2020;McEachern et al, 2008), reduced self-worth and confidence (Nearchou, 2018;Twemlow and Fonagy, 2005), low social-emotional adjustment (Hamre and Pianta, 2001;Skalická et al, 2015), disengagement from social activities and negative acceptance from peers (Hughes et al, 2001).…”

Section: Impacts Of Teachers' Mistreatmentmentioning

confidence: 99%

“…Similarly, while mistreatment in organizations (Itzkovich, 2015), in the family (McEachern et al, 2008;Theoklitou et al, 2012;Zhao et al, 2020) and between students (Cowie and Mayers, 2017;Hicks et al, 2018) have become growing areas of study, teachers' mistreatment towards students has not been investigated adequately (Chen and Whi, 2011;Nearchou, 2018). This form of mistreatment is the most common type of teachers' harmful behaviors towards students (Aroas, 2018) and one which has particularly profound negative effects on them (Kızıltepe et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Emotional Intelligence as a Mediator between Teachers’ Emotional Mistreatment and Long-Term Emotional Impact on Students

Katzman¹,

Dolev²,

Koslowsky³

2021

PSYCH

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Teacher emotional mistreatment, which includes both verbal and nonverbal abusive behaviors, is a widespread and harmful experience for school students. However, its long-term emotional impacts remain relatively unexplored. This study explored the mediating role of emotional intelligence (EI) on the association between teacher's emotional mistreatment towards school children and the long-term emotional impact on the students. A total of 377 Israeli Arab students in different stages of their university training completed the Psychological Maltreatment Subscale Questionnaire on teacher's mistreatment while they were in school, and the Wong and Law EI Scale. The longterm emotional impact was measured using a tool developed especially for the study. Results revealed that 31% of the participants reported being mistreated by teachers at least once. The most reported long-term emotional impacts were feeling defensive, feeling a constant need to prove their worth, and fearing not to be perceived as lazy. Teacher mistreatment had significant long-term emotional impacts and was negatively correlated with EI. EI further acted as a significant mediator in the links between teacher mistreatment and its long-term emotional impact, with an indirect effect of .03. Raising awareness among teachers as to possible long-term emotional effects of abusive behaviors may help decrease mistreatment in the future. Determining the long-term impact of emotional mistreatment on social-emotional skills can help explain and prevent various types of negative outcomes in those students at a later stage in life.

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Section: Discussionmentioning

confidence: 93%

Section: Impacts Of Teachers' Mistreatmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Emotional Intelligence as a Mediator between Teachers’ Emotional Mistreatment and Long-Term Emotional Impact on Students

Katzman¹,

Dolev²,

Koslowsky³

2021

PSYCH

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“…The original CTS has been used worldwide as a measure of physical and emotional maltreatment of children and its validity has been demonstrated by numerous studies (23). The CTS has also been used to assess students' self-reported experiences of violence by teachers in different cultural settings, e.g., in Tanzania (8) and Turkey (24). While the total score of physical and emotional violence had acceptable (α = 0.72) to excellent Cronbach's alpha coefficient (α = 0.88) in a previous study (24,25), the two subscales of physical violence and emotional violence exhibited lower internal consistency (α = 0.55 and α = 0.60, respectively) in another study (8).…”

Section: Experience Of Violencementioning

confidence: 99%

Preventing Violence by Teachers in Primary Schools: Study Protocol for a Cluster Randomized Controlled Trial in Haiti

García

Scharpf

Hoeffler

et al. 2022

Front. Public Health

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ContextAlthough teacher violence at schools is a serious problem in Haiti, there is a lack of systematic evidence on the effectiveness of school-based interventions in reducing teacher violence in this low-income country.ObjectiveTo test the effectiveness of the preventative intervention Interaction Competencies with Children for Teachers (ICC-T) aiming to reduce teachers' use of violent disciplinary strategies and to improve their interaction competences with children in the Haitian context.Design, Setting, ParticipantsThe study is designed as a two-arm matched cluster randomized controlled trial. The sample consists of 468 teachers and 1,008 children from 36 (community and public) primary schools around Cap-Haïtien (Département du Nord) in Haiti. Data will be collected in three phases, before the intervention, and 6 and 18 months after.InterventionIn the group of intervention schools, ICC-T will be delivered as a 5-day training workshop. Workshop sessions are divided into five modules: 1) improving teacher-student interactions, 2) maltreatment prevention, 3) effective discipline strategies, 4) identifying and supporting burdened students, and 5) implementation in everyday school life.Main Outcome MeasureThe main outcome measure is teacher violence assessed in two ways: (i) teachers' self-reported use of violence, and (ii) children's self-reported experiences of violence by teachers.ConclusionsPrior evaluations of ICC-T had been conducted in sub-Saharan Africa with promising results. This study will test for the first time the effectiveness of this intervention outside the context of sub-Saharan Africa.

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“…These findings can be explained by differences in teachers' interpretations of students' behaviours and discipline problems that impact students' responses, including mistreatment responses. When teachers interpret students' discipline problems as reflecting their own failures to manage behaviour in the classroom, which is more likely to happen with boys than with girls [63], their response can be inappropriate and even aggressive [64]. These perceptions interact with students' prior gender expectations and related behaviours acquired from families and society at large that construct social hierarchies based on gender [55].…”

Section: Resilience and Ei: A Sociocultural Lensmentioning

confidence: 99%

A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?

Dolev¹,

Itzkovich²,

Katzman³

2021

Sustainability

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As a personal resource, resilience enables individuals to cope with stressful life events and to adapt to diverse situations. In the framework of Conservation of Resource (COR) theory, the current study investigates whether personal and social resources, namely emotional intelligence (EI) and gender, can contribute to resilience for individuals who experienced teacher mistreatment as adolescents. Our findings show that men and women differ in their baselines concerning mistreatment and emotional intelligence. Individual resources in the form of EI and social resources, and particularly gender, affect resilience. Moreover, gender and the Use of Emotion (UOE) facet of EI interact in their contribution to resilience. These findings provide better insights into the interrelationships between the diverse resources affected by past teacher mistreatment. An enhanced understanding can help us mitigate teacher mistreatment and promote more socially sustainable communities that are just and equitable, and support the emotional and social growth and resilience of its members

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Prevalence of violence by teachers and its association to students’ emotional and behavioral problems and school performance: Findings from secondary school students and teachers in Turkey

Cited by 25 publications

References 48 publications

Emotional Intelligence as a Mediator between Teachers’ Emotional Mistreatment and Long-Term Emotional Impact on Students

Emotional Intelligence as a Mediator between Teachers’ Emotional Mistreatment and Long-Term Emotional Impact on Students

Preventing Violence by Teachers in Primary Schools: Study Protocol for a Cluster Randomized Controlled Trial in Haiti

A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?

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