Teacher victimization and teachers' subjective well‐being: Does school climate matter?

Abstract

Guided by the job demands‐resources model, we examined the multilevel associations between victimization experience with student violence directed against teachers, school climate, and teachers' subjective well‐being (i.e., school connectedness and teaching efficacy) among 1711 teachers (7th–12th grade) from 58 middle and high schools in China. Hierarchical linear modeling analyses revealed that teachers who reported more frequent teacher victimization perceived a lower level of teaching efficacy; however, teachers in schools with a higher level of teacher victimization scores at the school level perceived a higher level of teaching efficacy. Although school climate was positively related to teacher well‐being at both teacher and school levels, the negative association between teacher victimization and teachers' subjective well‐being at the teacher level was exacerbated in schools with a more positive school climate at the school level. The significant cross‐level moderating effect of school‐level school climate in the association between teacher‐level victimization and subjective well‐being was consistent with the "healthy context paradox" but contradicted with the "emotion contagion hypothesis.” Our findings support the risk influence of teacher victimization and the promotive role of positive school climate on teachers' subjective well‐being. Our results also indicate that teachers in schools with a more positive and collective perception of school climate tend to be more attuned to the negative influences of teacher victimization on their subjective well‐being than teachers in schools with a less positive and collective perception of school climate.

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

“…To evaluate the robustness of our results, we carried out exploratory analyses in the smaller teacher samples (i.e., Morocco, The Gambia, Mexico), and the analyses in these countries with very different backgrounds to some extent confirmed our main analysis, supporting our finding that the feeling of safety at school and autonomy at work are important and possible universal determinants of teachers’ wellbeing. This is also in line with previous studies among teachers illustrating the importance of autonomy [ 21 , 31 , 60 , 61 , 62 ], and of a safe/peaceful environment [ 63 , 64 , 65 ]. However, some of these studies were conducted before the COVID-19 pandemic and all were conducted in a specific national context.…”

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

“…Perceived school climate positively influences teacher self-efficacy.Building on the research byCollie et al (2012),Savolainen (2016), andHu et al (2019), we propose a path from school climate to teacher self-efficacy, suggesting that a positive school climate can enhance teachers' self-beliefs about their instructional abilities.Hypothesis 3: Perceived school climate positively influences teacher wellbeing.In line with studies byGray et al (2017) andYang et al (2022), we anticipate a link between school climate and teacher wellbeing, suggesting that a positive school climate is associated with higher levels of teacher wellbeing.Hypothesis 4: Teacher wellbeing positively influences FLTE.Drawing from research byDerakhshan et al (2022),Dreer (2021), and Proietti Ergün and Dewaele (2021), we hypothesize a positive effect of teacher wellbeing on FLTE, suggesting that teachers who experience higher levels of wellbeing are more likely to enjoy their foreign language teaching.…”

“… Katsantonis (2019) confirmed the mediating role of teacher self-efficacy in the relationship between job satisfaction and school climate among teachers from multiple countries. Positive school climate has also been associated with teachers' wellbeing and mental health, while showing a negative correlation with emotional exhaustion ( Gray et al, 2017 ; Yang et al, 2022 ). Recent research by Yang et al (2022) revealed a positive correlation between perceived school climate and teachers' wellbeing.…”

“…Positive school climate has also been associated with teachers' wellbeing and mental health, while showing a negative correlation with emotional exhaustion ( Gray et al, 2017 ; Yang et al, 2022 ). Recent research by Yang et al (2022) revealed a positive correlation between perceived school climate and teachers' wellbeing. The relationship between school climate and job satisfaction has also been observed among EFL teachers in several studies (e.g., Oder & Eisenschmidt, 2018 ; Razavipour & Yousefi, 2017 ).…”

What Aspects of School Climate Matter Most to Asian Teachers’ Job Satisfaction and Well-Being? Evidence from the TALIS 2018

“…Hu and colleagues (2019) found that principal collegial leadership and teacher professionalism were associated with lower stress among preschool teachers. Yang et al's (2022) study revealed that teachers tend to be more attuned to the negative consequences of teacher victimization when they are in a school with more positive and collective school climate perceptions. Furthermore, Collie et al (2012) found teachers’ perceptions of students’ motivation and behavior predicted both teacher stress and satisfaction.…”