Teacher violence from the perspectives of teachers and students and related factors: A survey in Southern Iran

Abstract

IntroductionTeacher violence is defined as the intentional use of power by teachers against students in a variety of ways, including physical, verbal, psychological, and sexual assault. Victims of school violence are more anxious and insecure than other students. An in-depth and comprehensive study on the prevention of violence in schools is urgent and necessary. We conducted this study to determine teacher violence from the perspectives of schoolteachers and students and related factors.MethodsWe conducted this descriptive-analytical study on 313 teachers and 400 students in Ardestan, southern Iran, in 2019. We selected teachers and students using a census method and stratified random sampling, respectively. The research instrument was the school violence questionnaire.ResultsFrom the perspective of teachers, the mean score of teacher violence (5.7) was significantly lower than that of students (18.3). Male, young, single teachers with diploma and less work experience had significantly higher violence scores than other teachers (P < 0.001). We witnessed this trend in public boys’ schools as well (p < 0.001). The total mean score for teacher violence was not significantly different between male and female students. From the perspective of students, the mean score of teacher violence was significantly different (P < 0.001).ConclusionOur results suggest that education authorities and school principals should supervise public school teachers with less education, younger students, and boys’ schools and provide practical training to improve the communication and emotional skills among these teachers.

School violence and its impact on teachers’ well-being

“…An increasing number of scholars have shifted research on SVB from what and why questions to a combined focus that also examines how to bring about change as well as the nature of such change (Ardestani et al, 2022;McMahon et al, 2022;Moreroa, 2022;Ngidi, 2018;Taole, 2016). Linked to SDG 3 (good health and well-being) and SDG4 (quality education for all), the radar is on how to promote schools that integrate value-driven education within the teaching-learning of subject specific content (Sayed, Salmon & Balie, 2020).…”