Teachers' aggressive behaviors: what is considered acceptable and why?

Abstract

Despite numerous criticisms of teachers' aggressive behaviors, there has been no consensus on which specific behaviors are considered unacceptable. Some legal regulations on this topic are perceived as unclear or are not enforced, which can lead to disputes between parents and teachers. This study investigated the acceptance of teachers' aggressive behaviors. The participants were 203 teachers and 293 parents of middle and high school students. The results are as follows: (1) parents and teachers tend to have similar perceptions of what constitutes physical aggressive behavior, (2) both groups perceive aggressive behavior as more acceptable when it is verbal compared to physical, and (3) ethnic culture and the level of a person's previous exposure to violence significantly influence the acceptance of teachers' aggressive behaviors. In addition to theoretical advancements, from a practical viewpoint, this study provides data that can serve as a basis for developing teacher training programs and reviewing school or government policies related to teacher violence.

Investigating The Influence of Teacher Aggression on Student Academic Motivation in Province of Sindh, Pakistan

“…The results showed that this type of behavior can lead to decreased participation, decreased interest in classroom activities, loss of self-confidence, and decreased academic motivation. These findings are consistent with previous studies, such as the one conducted by Kerig et al (2012) who found that aggressive teacher behavior can discourage academic motivation in students, as well as the findings of Surganingrat et al (2020) who emphasized that aggressive teacher behavior can result in students withdrawing from participation in the classroom. Also, the null hypothesis indicated the presence of a significant disparity between the aggressive behavior exhibited by male and female teachers.…”

“…However, according to Usher and Morris (2012), one's motivation for schoolwork can be either intrinsic (coming from inside oneself) or extrinsic (motivated by outside forces).They also pointed out that various factors, such as the behavior and words of teachers, can either enhance or diminish a student's academic motivation. This idea was reinforced by the findings of Surganingrat et al (2020), who discovered that teacher's verbal aggression can have negative consequences on students, such as increased aggression and withdrawal from class participation, and concluded that verbal aggression can be even more damaging than physical aggression, with long-lasting effects on learners.…”

“…In recent studies on teacher behavior, there is a consensus that aggressive behavior directed towards individuals can take various forms, including verbal and physical aggression. In their definition of aggressive conduct, Surganingrat et al (2020) noted that it might be a reactive response to anger or a deliberate strategy for achieving educational goals. Legg (2019) added that this behavior can range from verbal abuse to physical abuse, causing both physical and emotional harm to individuals, leading to relationship breakdowns and violating social boundaries.…”

The importance of the quality of social interactions between teachers and pupils in building a safe school environment - an analysis of teacher evaluation from the pupil's perspective

“…The research of Suryaningrat, Mangunsong, and Riantoputra (2020), while focusing on disputes between teachers and parents, offers interesting points of comparison with our topic.…”

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

“…Teachers considered lower average violence than students because they reported less violence and believed that students punishment was so useful for them to act better ( Cluver et al, 2018 ), even those who experienced violence behaved more aggressively ( Scharpf et al, 2021 ). Suryaningrat et al (2020) found that aggressive behavior had a direct relationship with aging ( Suryaningrat et al, 2020 ).…”