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Autor/inn/enMoon, Byongook; McCluskey, John
TitelAn Exploratory Study of Violence and Aggression against Teachers in Middle and High Schools: Prevalence, Predictors, and Negative Consequences
QuelleIn: Journal of School Violence, 19 (2020) 2, S.122-137 (16 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1538-8220
DOI10.1080/15388220.2018.1540010
SchlagwörterViolence; Aggression; Victims; Middle School Teachers; High School Teachers; Incidence; Trust (Psychology); Verbal Communication; Sexual Harassment; Crime; Teacher Attitudes; Teacher Student Relationship; Educational Environment; Predictor Variables; Correlation; Job Performance; School Safety; Teacher Characteristics
AbstractLimited empirical findings suggest that teacher victimization at school is highly prevalent, with detrimental negative impacts on victimized teachers. Given the scarce body of literature on teacher victimization, further research is necessary to investigate its extent, predictors, and negative consequences. The present research, using a representative sample of 1,628 teachers in the southwest region of the United States, indicates a high prevalence of violence and aggression directed against teachers. Also, the research found that teachers' uncertain and helping/friendly behaviors toward students were significantly related to various types of teacher victimization. Experiences involving the five victimization types (theft/property damage, physical assault, verbal abuse, sexual harassment, and noncontact aggression) are correlated with teachers' self-reported job performance, student trust, safety at school, and thoughts about quitting. Directions for future research and policy implications are considered in the context of these findings. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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