Violence at School and the Well-Being of Teachers. The Importance of Positive Relationships

Abstract

In the discipline of positive psychology, “well-being” is considered a fundamental aspect of “human flourishing.” Inherent to this multidimensional model are emotional, psychological, and social forms of well-being, which can be grounded in positive relationships in the work environment. By adopting an interpretive framework that emphasizes these dynamics, researchers are able to focus on elements that actively help sustain the process of flourishing, rather than on negative environmental features that should be avoided if possible. Within this broader discussion, the specific question of teachers’ well-being is one that has global relevance and merits greater academic attention. After all, it has significant consequences for the educational environment and students’ ability to learn. The literature suggests that teachers are increasingly exposed to violence on the part of students and/or their parents. Inappropriate and/or aggressive behavior like this can reduce a teacher’s occupational well-being and make it more difficult to build positive relationships in the classroom. Ultimately, it is one of the most serious work-related stress factors affecting the profession today. Previous studies have attempted to characterize the contexts in which violence occurs, and its negative impact on both the individuals involved and the broader educational climate. Less attention has been devoted to the capacity of teachers to deal with violence and develop a more resilient mindset. The positive psychology perspective focuses on well-being as a multidimensional construct wherein psychosocial and physical comfort does not simply arise provided there is an absence of suffering and violence. Rather, according to this model, such experiences can be counteracted by a capacity to endure and build positive environments. With these considerations in mind, our study presents data gathered in primary and secondary schools in northern Italy. A total 475 teachers completed an online, self-report questionnaire. The results indicate that teachers can experience occupational well-being even if they are subjected to aggressive behaviors. Supportive leadership and good relationships with colleagues may be considered valuable resources for fostering well-being among teachers.

Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?

“…The role of the teacher is viewed as somehow extending beyond the basic performance of their job [1]. Teachers are expected both to be role models and to somehow protect and take responsibility for students in a relationship of care [2,3]. Teachers are usually motivated by the desire to work with, and for the good of, other people, see students learn and develop, and make a difference in their lives.…”

“…Well-being is a multidimensional construct [9] that is subject to a range of personal, environmental, and relational factors [10,11]. Occupational well-being among teachers has not only been defined in terms of the presence of positive aspects [9], but also as the absence of negative factors such as, for instance, the absence of stress, which can arise from various sources such as numerous and onerous demands, a low level of autonomy, a lack of “social support” [3], and difficult relationships with students and their parents [12].…”

Contributions From Psychology to Effectively Use, and Achieving Sexual Consent

“…On the other hand, high quality relationships protect against harassment and ensure a good quality of life (Harvard Study of Adult Development 5 ). Positive relationships also improve work environments and may contribute to overcome situations of conflict and violence (De Cordova et al, 2019).…”

Teachers' Personal and Collective Work-Identity Predicts Exhaustion and Work Motivation: Mediating Roles of Psychological Job Demands and Resources

“…For example, large classes, pupils' complex learning needs, low social support, dysfunctional interactions with colleagues, perceived expectations to care for others in a prosocial way (Santavirta et al, 2007 ; Szigeti et al, 2016 ; Gray et al, 2017 ). Teachers may also be exposed to threats and even violence by students and/or their parents (De Cordova et al, 2019 ). Such stressful work-related situations make teachers especially vulnerable to psychological distress, such as burnout syndrome, particularly exhaustion (Maslach et al, 2001 ; Saboonchi et al, 2012 ).…”

“…As previously mentioned, teachers' working conditions and job characteristics, such as psychological job resources, have shown implications for teachers' well-being in terms of increased work engagement and motivation (Hakanen et al, 2006 ; De Cordova et al, 2019 ).…”