Teachers' Reactions to Experiences of Violence: An Attributional Analysis

Autor/inn/en	Anderman, Eric M.; Eseplage, Dorothy L.; Reddy, Linda A.; McMahon, Susan D.; Martinez, Andrew; Lane, Kathleen Lynne; Reynolds, Cecil; Paul, Narmada
Titel	Teachers' Reactions to Experiences of Violence: An Attributional Analysis
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 3, S.621-653 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderman, Eric M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9438-x
Schlagwörter	Teacher Response; Teaching Experience; Violence; Attribution Theory; Teacher Surveys; Teacher Role; Predictor Variables; Intervention; Teacher Persistence; Teaching (Occupation); Well Being; Self Efficacy; Incidence; Professional Associations; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehrerkommentar; Gewalt; Lehrerrolle; Prädiktor; Teaching; Lehrberuf; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Vorkommen; Lehrerverhalten
Abstract	Violence perpetrated against teachers is prevalent and has the potential to adversely affect teachers' well-being, efficacy, and longevity in the profession. In this study, we examined teachers' reactions after having experienced violence, specifically examining the roles of attributional processes. In collaboration with the American Psychological Association, National Education Association, and American Federation of Teachers, data were collected via a survey instrument from teachers across the United States. We examined responses from 2505 participants who described the most upsetting incident of violence that had been perpetrated against them in their roles as teachers. We examined predictors of (1) communicating with others after the incident and (2) implementing intervention strategies with the perpetrators of violence. Emotions were tested as mediators of the relations between attributions and outcomes. Results indicated that characterological and behavioral self-blame were predictive of negative affect, which in turn predicted the majority of outcomes. Study limitations and 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