Initial Development and Validation of the Multidimensional Teacher Victimization Scale

Autor/inn/en	Yang, Chunyan; Fredrick, Stephanie Secord; Nickerson, Amanda B.; Jenkins, Lyndsay N.; Xie, Jia-Shu
Titel	Initial Development and Validation of the Multidimensional Teacher Victimization Scale
Quelle	In: School Psychology, 34 (2019) 2, S.244-252 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000307
Schlagwörter	Victims; Psychometrics; Measures (Individuals); Teacher Attitudes; Aggression; Violence; Teacher Student Relationship; Factor Analysis; Computer Mediated Communication; Crime; Sexual Harassment; Verbal Communication; Middle School Teachers; High School Teachers; Gender Differences; Scores; Correlation; Teacher Burnout; Reliability; Foreign Countries; China + Suchen Sie Ihr Suchwort? Victim; Opfer; Psychometry; Psychometrie; Messdaten; Lehrerverhalten; Gewalt; Teacher student relationships; Lehrer-Schüler-Beziehung; Faktorenanalyse; Computerkonferenz; Crimes; Delict; Delicts; Delikt; Sexuelle Belästigung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Geschlechterkonflikt; Korrelation; Burnout-syndrom; Burnout; Burnout-Syndrom; Reliabilität; Ausland
Abstract	The Multidimensional Teacher Victimization Scale (MTVS) was developed to provide schools with a comprehensive and psychometrically sound self-report scale to assess teachers' perceptions of teacher-targeted aggressive and violent behaviors perpetrated by students. Using a cross-sectional survey-based research design, data were collected on a sample of 1,711 teachers (seventh to twelfth grade) from 58 schools in China. Confirmatory factor analysis showed that a second-order model with one general Teacher Victimization (TV) factor and six lower-order factors (i.e., Physical TV, Social TV, Verbal TV, Cyber TV, Sexual Harassment, and Personal Property Offenses) best represented the data. Measurement invariance tests showed that the scale's factor structure was consistent across middle and high schools and across gender. Latent mean comparisons suggested that similar levels of teacher victimization were reported across male and female teachers and across middle school and high school teachers. As evidence of the scale's concurrent validity, the total teacher victimization score correlated significantly with teachers' self-reported total burnout score and 3 subscale scores, including emotional exhaustion, accomplishment, and depersonalization. Adequate internal consistency reliability and test--retest reliability were achieved in both the total scale and subscales. Implications for using MTVS as a school-wide violence assessment tool in Chinese schools and other cultural groups are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01