Teacher victimization, turnover, and contextual factors promoting resilience

Curran, F. Chris; Viano, Samantha; Fisher, Benjamin W.

doi:10.1080/15388220.2017.1368394

Cited by 38 publications

(40 citation statements)

References 58 publications

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“…An example is the SmartInEducation methodology aimed at developing resilience and stress management techniques [45]. Of course, this social objective entails difficulties, such as developing adequate resources to foster these strategies among teachers and their inclusion in training programs [46,47]. Despite all the adverse variables that this group faces on a daily basis, it seems that it shows average levels of resilience in general terms [48,49].…”

Section: Resiliencementioning

confidence: 99%

Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

2021

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Emotional exhaustion, cynicism, and work inefficiency are three dimensions that define burnout syndrome among teachers. On another note, resilience can be understood as the ability to adapt to the environment and overcome adverse situations. In addition, COVID-19 has provided a threatening environment that has led to the implementation of resilience strategies to struggle with burnout and cope with the virus. The aim of this study was to analyze the relationship between resilience, burnout dimensions, and variables associated with COVID-19 through the design of an artificial neural network architecture. For this purpose, the Maslach Burnout Inventory-General Survey (MBI-GS), the Brief Resilience Coping Scale (BRCS), and a questionnaire on stress towards COVID-19 were administered to 419 teachers from secondary schools in southeastern Spain (292 females; 69.7%). The results showed that 30.8% suffered from burnout (high emotional exhaustion, high cynicism, and low professional efficacy) and that 38.7% had a high level of resilience, with an inverse relationship between both constructs. Likewise, we modelled an ANN able to predict burnout syndrome among 97.4% of teachers based on its dimensions, resilience, sociodemographic variables, and the stress generated by COVID-19. Our conclusions shed some light on the efficacy of relying on artificial intelligence in the educational field to predict the psychological situation of teachers and take early action.

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Section: Resiliencementioning

confidence: 99%

Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

2021

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“…aggression against teachers, outcomes of teacher victimization, victimization duration, victimization recency 1 | INTRODUCTION Over the last several decades, school violence and victimization have been recognized as serious school and social problems, and substantial research has focused on understanding the causes and effects of aggression against students (Curran, Viano, & Fisher, 2019;Gottfredson, Gottfredson, Payne, & Gottfredson, 2005;Moon & McCluskey, 2018;Moon, Morash, & McCluskey, 2012Schneider, O'Donnell, Stueve & Coulter, 2012;Wilson, Douglas, & Lyon, 2011). However, even though teachers play a critical role in enhancing students' academic performance and creating a safe school environment for students, relatively limited research has investigated the prevalence and impact of violence against teachers at school.…”

Section: Introductionmentioning

confidence: 99%

Aggression against middle and high school teachers: Duration of victimization and its negative impacts

Moon

McCluskey

Morash

2019

Aggressive Behavior

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Prior research indicates that student aggression against teachers is widespread, and it has negative impacts on victimized teachers' emotional and physical well-being and job performance. However, little is known about the relationship between the recency and duration of victimization and teachers' thoughts about quitting the teaching profession and related job dissatisfaction and disconnectedness to school.Analyses of data from a longitudinal study of 1,236 US teachers fills these gaps. The study found that many teachers experienced theft/vandalism and sexual harassment victimization that was limited to just 1 year. In contrast, sizeable proportions of teachers experienced verbal abuse and nonphysical contact aggression that occurred over 2 years. Multiple regression analyses showed that teachers who reported recent or multiyear victimization had lower levels of connectedness to school, less job satisfaction, and more thoughts about ending their teaching careers. These results may indicate that unless victimization recurs, negative effects of victimization are contemporaneous and are less likely to persist. Additional research is needed to examine victimization over longer than 2 years, investigate the effects of the frequency of different types of aggression against teachers, and identify school policies and interventions that weaken the connection of victimization to negative outcomes. K E Y W O R D Saggression against teachers, outcomes of teacher victimization, victimization duration, victimization recency

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“…Teacher-directed violence is associated with both teacher retention and student outcomes. Victimized teachers may be more likely to move to another school (Zurawiecki, 2013) or leave the profession altogether (Curran, Viano, & Fisher, 2015; Galand, Lecocq, & Philippot, 2007). Teacher turnover has been linked to lower student achievement and also increases overall costs for school districts (Barnes, Crowe, & Schaefer, 2007; Ronfeldt, Loeb, & Wyckoff, 2013).…”

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confidence: 99%

The Role of the Perceptions of School Climate and Teacher Victimization by Students

Huang

Eddy

Camp

2017

J Interpers Violence

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Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

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Teacher victimization, turnover, and contextual factors promoting resilience

Cited by 38 publications

References 58 publications

Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

Aggression against middle and high school teachers: Duration of victimization and its negative impacts

The Role of the Perceptions of School Climate and Teacher Victimization by Students

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