School‐based interventions to reduce teacher violence against children: a systematic review

Baumgarten, Ella; Simmonds, Mark; Mason‐Jones, Amanda J.

doi:10.1002/car.2803

Cited by 1 publication

(1 citation statement)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Differences in how teachers feel about school climate imply that individual teachers may experience negative or positive school climate; however, there is likely to be a gradation of negative or positive climate ( Capp et al, 2021 ). Exploring the diversity of teacher perceptions could provide alternative information regarding the climate and reveal areas that need improvement and intervention ( Ramsey et al, 2016 ; Maxwell et al, 2017 ; Baumgarten et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Zhao

Jin²

2023

Front. Psychol.

View full text Add to dashboard Cite

In recent years, school climate has increasingly received research attention. Most studies have focused only on student perceptions of school climate, whereas little is known regarding teachers’ views, and cross-country comparisons are scarce. To advance cross-country understanding of teacher perceptions of school climate, this study used data from the 2018 Teaching and Learning International Study (TALIS) to explore latent classes of teacher perceptions and compared differences between American, Finnish, and Chinese teachers. Latent class analysis revealed that a four-class solution was the most appropriate for each teacher subsample: positive participation and teacher-student relation, positive teacher-student relation, moderate, and low participation for the U.S. and China datasets, while positive teacher-student relation, moderate, negative discipline, and low participation for the Finland dataset. However, measurement invariance across countries was violated. We further investigated the impact of predictors on latent classes of teacher perceptions of school climate. The results revealed varied patterns of cross-cultural differences across countries. Our findings implied that a more reliable and valid scale of teacher perceptions of school climate for cross-country comparison is needed. Tailored interventions are necessary as more than half of teachers perceived moderate and less desired school climate, and educators should consider cultural differences when drawing on experiences from other countries.

show abstract

Section: Introductionmentioning

confidence: 99%

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Zhao

Jin²

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

School‐based interventions to reduce teacher violence against children: a systematic review

Abstract: including the URL of the record and the reason for the withdrawal request.

Cited by 1 publication

References 53 publications

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Contact Info

Product

Resources

About