Violence against Teachers in Jordanian Schools

Alzyoud, Mohammad Sayel; Al-Ali, Ali; Tareef, Atif O. Bin

doi:10.19044/esj.2016.v12n10p223

Cited by 10 publications

(7 citation statements)

References 15 publications

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“…Administrative support is associated with less overall, student‐, and colleague‐generated teacher multiple victimization (Martinez et al., ). Alzyoud, Al‐Ali and Tareef () suggest administrators play a significant role in teacher‐directed violence and should be prepared to assist in these situations. Thus, administrators’ relationships with teachers and their approaches to addressing problems of violence must be at the forefront of discussions about teacher‐directed violence.…”

Section: Introductionmentioning

confidence: 99%

The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support

McMahon

Reaves

McConnell

et al. 2017

American J of Comm Psychol

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Teacher-directed violence is a common, yet understudied, phenomenon. Perpetrators of violence against teachers include not just students, but also administrators, parents, and colleagues. Administrators are key stakeholders when it comes to shaping school climate and safety that can reduce or increase the negative impact of violence against teachers. In this study, 237 teachers' qualitative responses from a larger sample of 2,431 anonymous, online survey responses were examined to better understand their experiences with incidents of violence and how administrators played a role in these experiences. Results reveal that lack of administrator support negatively impacts teachers at multiple levels, including teachers' feelings (individual); challenges associated with addressing issues related to students, parents, and other perpetrators (interpersonal); and school systems and policies (organizational). This study highlights the importance of administrative support and illustrates how administrators' actions and inactions can have ripple effects at each level of the school microcosm. Implications for research, practice, and policy are discussed.

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Section: Introductionmentioning

confidence: 99%

The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support

McMahon

Reaves

McConnell

et al. 2017

American J of Comm Psychol

View full text Add to dashboard Cite

show abstract

“…Research on violence toward teachers has been abundant in the United States, but not so much in the rest of the world until recent years (Alzyoud et al, 2016;Galdames and Pezoa, 2016). Galand et al (2007) tested through structural equation modeling-two models of the relationships between perceived school support, exposure to school violence, subjective wellbeing, and professional disengagement.…”

Section: Discussionmentioning

confidence: 99%

The role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers

et al. 2022

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IntroductionMultiple studies have examined the individual and socio-demographic variables that can contribute to the development of burnout in teachers. Although the evidence supports that this syndrome is generated through the interaction between the aspects of the organization and those of the person, little attention has been spent on the impact of the teacher-student relationship adjustment and, especially, on the role of violence exercised by students or their families toward secondary school teachers, who seem to be more vulnerable than teaching professionals in general.ObjectiveTo analyze the role of the possible mismatch in the student-teacher relationship, as well as, the physical and verbal violence toward teachers from pupils or their parents, on the professional wear of high school educators.Materials and methodsA cross-sectional study was carried out on a teacher sample (n = 677) in Aragón, Spain, through a questionnaire with socio-demographic data; the “Maslach Burnout Inventory” (MBI), “Areas of Worklife Scale,” the “Fears and Rejection in Education Questionnaire” (FREQ), and a list of the possible aggressions received in the development of the teaching activity.ResultsWhile 3.8% of teachers have been a victim of physical attacks, 34.9% have suffered verbal abuse at least once. Although physical violence is extremely rare (and low intensity), verbal victimization or threats are associated with burnout in a highly significant manner, which confirms previous findings about school violence and burnout. Also, FEAR and REJECTION dimensions, defined as discomfort, tension, anxiety, and pressure caused by pupils, which contributed considerably on two dimensions of burnout (emotional exhaustion and cynicism). Different covariates such as maladjustment in the teacher-pupil relationship, violence experienced at work, and complaints received explain the 56.4% variance of exhaustion, 48.8% variance in cynicism, and 35.5% for efficacy.ConclusionVery different variables can contribute to the development of burnout syndrome, both personal, and organizational variables. Therefore, when designing prevention programs in each work environment, the possible areas of risk and the interactions between them must be considered.

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“…In addition to the burden that administrative tasks have on teachers' well‐being, this variable also seems to have an indirect impact on students' behavior. The findings are from a study by Alzyoud et al (2016), which found that teachers who reported student violence are the cause of that misconduct, as they exhibit certain behaviors and actions as a result of being exhausted and overwhelmed with administrative tasks. Sadik and Yalcin (2018), however, draw attention to the need to distinguish between student misbehavior and bullying (characterized by a specific set of behaviors that prevent the individuals' internal discipline)…”

Section: Introductionmentioning

confidence: 99%

The burnout experience among teachers: A profile analysis

Mota

Lopes

Oliveira

2023

Psychology in the Schools

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The burnout syndrome is a public health problem and is considered a subjective experience, which depends on the interpretation and evaluation individuals make of their work. In the educational context, the causes and consequences of burnout in teachers are multiple. The aim of this study is to explore the profiles of teachers with burnout and teachers without burnout in terms of (i) cognitive appraisal, (ii) perceived organizational justice, (iii) perception of administrative tasks, (iv) perception of students' misbehavior, and (v) perceived impact of parents' role on teachers' well‐being. A total of 1878 Portuguese teachers from primary to secondary education, 81% women and 19% men, aged between 23 and 66 years (M = 48; SD = 7.67) participated in this study. The results indicate statistically significant differences between teachers with and without burnout, although the two groups show an identical response pattern (i.e., parallel). The results also suggest that administrative tasks, distributive justice of rewards, students' misbehavior, and parents, negatively impact the teachers' well‐being, regardless of whether they are burned out or not. The threat and challenge perceptions are the variables with the most accentuated average differences between teachers of the two groups.

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Violence against Teachers in Jordanian Schools

Cited by 10 publications

References 15 publications

The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support

The Ecology of Teachers’ Experiences with Violence and Lack of Administrative Support

The role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers

The burnout experience among teachers: A profile analysis

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