Teachers' Experiences with Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates

Autor/inn/en	Martinez, Andrew; McMahon, Susan D.; Espelage, Dorothy; Anderman, Eric M.; Reddy, Linda A.; Sanchez, Bernadette
Titel	Teachers' Experiences with Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates
Quelle	In: Journal of School Violence, 15 (2016) 4, S.387-405 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2015.1056879
Schlagwörter	Teacher Attitudes; Victims; Victims of Crime; Incidence; Violence; Ecological Factors; Social Influences; Behavior Patterns; Teacher Surveys; Demography; School Support; School Community Relationship; Correlation; Elementary School Teachers; Secondary School Teachers; Student Behavior; Parent Participation; Peer Relationship; Likert Scales; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Lehrerverhalten; Victim; Opfer; Victims; Crime; Verbrechen; Vorkommen; Gewalt; Ökologischer Ansatz; Sozialer Einfluss; Demografie; Schulförderverein; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Elternmitwirkung; Peer-Beziehungen; Likert-Skala
Abstract	Extant scholarship has primarily examined demographic predictors of teacher victimization. Teacher multiple victimization, or the extent to which teachers experience multiple types of violence, has not been examined. Using social-ecological theory, we examine correlates of violence among 2,324 teachers who reported having been victimized at least once. Male teachers were more likely to report student-generated multiple victimization, and White teachers were more likely to experience multiple forms of violence generated by students and parents. Teacher attributions also played an important role. Characterological and behavioral self-blame were associated with higher colleague and student-generated multiple victimization, respectively. Regarding contextual variables, teachers who reported less administrative support were more likely to report multiple forms of violence by students and colleagues, and teachers working in urban settings reported more student-generated multiple victimization. This study underscores the importance of accounting for individual and contextual factors. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01