Teacher Turnover in the Context of Teacher-Directed Violence: An Empowerment Lens

Peist, Eric; McMahon, Susan D.; Davis, Jacqueline O.; Keys, Christopher B.

doi:10.1080/15388220.2020.1779081

Cited by 24 publications

(28 citation statements)

References 35 publications

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“…Communication, structural accommodations, resources, and actual and perceived control over the transition emerged as systemic dimensions of school empowerment. Control is an established factor in psychological empowerment (Zimmerman, 2000), and this study affirms prior findings that it is empowering to be included in decision-making processes (Bond & Keys, 1993;Neal, 2014;Peist et al, 2020). The importance of schools being involved in high-level decisions about educating all students was supported through Every Student Succeeds Act (ESSA, 2015).…”

Section: Systemic Domainsupporting

confidence: 76%

Organizational empowerment: A framework examining historical and systemic domains in school settings

Gooden

Keys

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et al. 2020

Journal Community Psychology

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Organizational empowerment (OE) is a key construct in community psychology. We build on current understandings of OE by exploring history and systemic relationships as important aspects of OE. We conducted interviews with 20 school leaders from 16 schools that went through a district-wide transition of students with disabilities into general education schools and asked these leaders about their preparation and service provision during this transition. We utilized a grounded theory approach to analyze the data, and two domains of OE emerged: historical and systemic, each with multiple dimensions. The historical domain refers to schools' functioning before the transition, and the systemic domain reflects interactions between schools and the School District Office for Students with Disabilities during the transition. We provide a nuanced understanding of these domains of organizational empowerment and their interaction, as well as implications for empowerment theory and practice.

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Section: Systemic Domainsupporting

confidence: 76%

Organizational empowerment: A framework examining historical and systemic domains in school settings

Gooden

Keys

Back

et al. 2020

Journal Community Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…Teacher-directed violence is a prime reason for teachers to leave their post (Peist, et al, 2020). This is confirmed by Moon et al (2020) who state that violence contributes significantly to the decision to leave the profession altogether.…”

Section: "I Was Attacked By Learner In a Class With A Scissor I Had T...mentioning

confidence: 88%

“…Because both teacher-directed violence and teacher turnover are so prevalent, the extent to which these two issues are related is an important question. Teacher violence has demonstrated that it influences the teacher's decision to quit altogether (Peist, McMahon, Davis & Keys, 2020); however, there is still a dearth of research on teacher-directed violence in relation to turnover and retention of teachers (McMahon et al, 2014). Poor working conditions, school violence, a negative school climate, and ill-disciplined learners are directly related to the satisfaction of teachers (Lokmić, Opić, & Bilić, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Negative Consequence of Teacher Directed Violence to Student Learning

Motsoeneng

2022

International E-Journal of Educational Studies

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The study explores the experiences of secondary school teacher-directed violence. Violence directed at teachers can have a negative attitude towards their job, as well as not performing to expectations. Thus, it is important to increase knowledge regarding violence as educators experience it, so as to be able to work preventively and minimise the violence. The study is guided by the ınterpretative phenomenological analysis which seeks to understand the experiences of teacher-directed violence. Interviews were conducted with 10 teachers from various secondary schools at a neutral venue outside the respondents’ schools and homes. Analysis revealed five main themes, namely absenteeism due to fear, fear for their safety, teacher turnover as result of violence, harassment, and intimidation. The findings revealed that more serious acts of violence on teachers affected their performance at school. If not addressed, this problem of violence has the capacity to render the education system dysfunctional. In conclusion, authorities must act against this threat on teachers in order to normalise the situation at schools throughout the country.

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“…The teachers' personal perceptions towards their work environment are also important in this process (Yildiz et al 2017). As Peist et al (2020) states, power is fluid and teachers may simultaneously be empowered and disempowered in different contexts.…”

Section: The Phenomenon Of Teacher Psychological Empowermentmentioning

confidence: 99%

“…The study of Khany and Tazik (2016) confirms this regularity-trust in principal and colleague is indirectly related to job satisfaction through teacher psychological empowerment. Peist et al (2020) also names the relational component as one of the essentials for the psychological empowerment of teachers and claims that breakdowns in communication are central to teacher disempowerment. In addition, based on the results of this research, it is emphasized that, besides the communication, important factors of teacher disempowerment are lack of support and inconsistent application of school rules by the leadership.…”

Section: The Role Of the Organisational Factors For Fostering Teacher...mentioning

confidence: 99%

The Relationship between Organisational Factors and Teachers’ Psychological Empowerment: Evidence from Lithuania’s Low SES Schools

2022

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Teacher psychological empowerment is one of the main aspects of their effective job performance, job satisfaction and students’ higher academic achievement. Unfortunately, there is still little research analysing different organisational factors fostering teacher psychological empowerment. To address this gap, this study asks the following question: how is teacher psychological empowerment associated with organisational factors? The research was performed in 33 schools from 9 municipalities with low SES contexts in Lithuania, and 292 teachers participated in the study. The results of the study show that the school should be viewed as a system in which organisational factors are interrelated and connected with teacher psychological empowerment. It was determined that the purposes of school as organisation predict the general psychological empowerment and teachers’ perceived meaning of work. Two organisational factors—purposes and leadership—predict teacher psychological empowerment to make decisions, and teachers’ confidence in competence is predicted by three organisational factors: purposes, relationships, and rewards.

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Teacher Turnover in the Context of Teacher-Directed Violence: An Empowerment Lens

Cited by 24 publications

References 35 publications

Organizational empowerment: A framework examining historical and systemic domains in school settings

Organizational empowerment: A framework examining historical and systemic domains in school settings

The Negative Consequence of Teacher Directed Violence to Student Learning

The Relationship between Organisational Factors and Teachers’ Psychological Empowerment: Evidence from Lithuania’s Low SES Schools

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