Teachers’ Experiences With Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates

Martinez, Andrew; McMahon, Susan D.; Espelage, Dorothy L.; Anderman, Eric M.; Reddy, Linda A.; Sánchez, Bernadette

doi:10.1080/15388220.2015.1056879

Cited by 58 publications

(73 citation statements)

References 31 publications

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“…Findings from this study support the concern voiced regarding the high prevalence of this phenomenon (Espelage at al., 2013;Martinez et al, 2016). Findings from this study support the concern voiced regarding the high prevalence of this phenomenon (Espelage at al., 2013;Martinez et al, 2016).…”

Section: Discussionsupporting

confidence: 86%

“…In general, student reports of their victimization of teachers seem to corroborate other studies where teachers report being victims of student violence. Findings from this study support the concern voiced regarding the high prevalence of this phenomenon (Espelage at al., 2013;Martinez et al, 2016). Our findings indicate that consistently (and significantly) across the four cultural groups, students report more verbal victimization of teachers and threats and less physical victimization.…”

Section: Discussionmentioning

confidence: 48%

“…While the recent interest in victimization of teachers has contributed to our understanding of important aspects of school victimization, climate, and the impact on teachers' well-being (Berg & Cornell, 2016;Gregory, Cornell, & Fan, 2012;Martinez et al, 2016), there are significant gaps in knowledge, especially on how student-toteacher and teacher-to-student victimization may or may not be related to each other within different cultures. The aim of this paper is to begin to address several gaps in knowledge on students victimizing teachers and its association with students being victimized by teachers.…”

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confidence: 99%

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Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Benbenishty

Astor

López

et al. 2018

Aggressive Behavior

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Although in recent years there has been a growing interest in victimization of teachers by their students (student-to-teacher victimization), it is not discussed in relation to students' victimization by their teachers (teacher-to-student victimization) across cultures. This study used a cross-cultural comparative design to examine the prevalence of students' reports of student-to-teacher and teacher-to-student victimization and the correlations between them, both at the student and the school levels. It compares the patterns of findings among Jewish and Arab students in Israel and a sample of Chilean students. A nationally representative student sample in Israel (N = 24,243 students from 474 schools) and a Chilean purposeful sample (N = 24,243 students from 37 schools) answered questions regarding being victimized by teachers, and victimizing their teachers. Four cultural groups were compared: Jewish secular, Jewish religious, Arab, and Chilean students. Findings indicate that students reported that they victimized their teachers more verbally than physically. They also reported being victimized by their teachers, more verbally and less physically and sexually. These patterns were quite similar across the cultural groups, although there were significant differences between them in the prevalence of student-to-teacher and teacher-to-student victimization. The two types of victimization were associated: students who reported being victimized by teachers also tended to report that they victimized teachers, and schools in which teacher-to-student victimization was more prevalent were also schools in which student-to-teacher victimization tended to be more frequent. We discuss these findings both theoretically and regarding their implications for policy and practice.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 48%

mentioning

confidence: 99%

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Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Benbenishty

Astor

López

et al. 2018

Aggressive Behavior

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show abstract

“…Another possible reason is that the aggressive and violent behavior assessed in Dong's (2010) study included some mild behavior problems that were not assessed in the MTVS, such as falling sleep in class, intentionally being late for class or skipping class, and interrupting class. In addition, in the current study, both male and female teachers reported social and verbal victimization (16.8% and 15.6%, respectively) to occur more frequently than any other form of victimization, which is consistent with findings of previous studies (Bounds & Jenkins, 2016;Dzuka & Dalbert, 2007;Martinez et al, 2016;McMahon et al, 2014;Türküm, 2011).…”

Section: Prevalence Of Chinese Teacher Victimizationsupporting

confidence: 92%

Teacher victimization by students in China: A multilevel analysis

Yang

Jenkins

Fredrick

et al. 2018

Aggressive Behavior

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The goal of this study is to examine individual-level and school-level predictors of teacher victimization (TV) by students in China based upon the multilevel socialecological framework. A sample of 1711 teachers (7-12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school-wide bullying and disciplinary practices, and demographics. In the present sample, 25.1% of teachers reported that they experienced at least one of the six forms of victimization from students in the past school year.Prevalence of teacher victimization ranged from 4.0% (physical victimization) to 16.8% (social victimization). Male teachers were more likely to experience all forms of TV and homeroom teachers were more likely than non-homeroom teachers to experience social TV. Schools with fewer students, but higher number of teachers, also had higher levels of TV. Student bullying and punitive disciplinary practices at the teacher level were associated with higher levels of most forms of TV. Implications of these findings are discussed. K E Y W O R D SChinese schools, disciplinary practice, multilevel, teacher victimization

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“…According to teacher trade union surveys, up to 21% of Finnish teachers in basic education have experienced violence in their work during the preceding 12 months 9. While the typical source of teacher-targeted violence is students, teachers can also experience aggression from their colleagues or the students’ parents 10. Teacher victimisation has been shown to be associated with poor job attitudes and professional disengagement,11 which may result in reduced learning outcomes in the classroom 12.…”

Section: Introductionmentioning

confidence: 99%

Organisational justice protects against the negative effect of workplace violence on teachers’ sleep: a longitudinal cohort study

et al. 2017

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Teachers’ Experiences With Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates

Cited by 58 publications

References 31 publications

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Teacher victimization by students in China: A multilevel analysis

Organisational justice protects against the negative effect of workplace violence on teachers’ sleep: a longitudinal cohort study

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