Chronic and Temporary Exposure to Student Violence Predicts Emotional Exhaustion in High School Teachers

Autor/inn/en	Olivier, Elizabeth; Janosz, Michel; Morin, Alexandre J. S.; Archambault, Isabelle; Geoffrion, Steve; Pascal, Sophie; Goulet, Julie; Marchand, Alain; Pagani, Linda S.
Titel	Chronic and Temporary Exposure to Student Violence Predicts Emotional Exhaustion in High School Teachers
Quelle	In: Journal of School Violence, 20 (2021) 2, S.195-211 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morin, Alexandre J. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2021.1875841
Schlagwörter	Violence; Aggression; Student Behavior; Educational Environment; Teaching Conditions; Secondary School Teachers; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Victims; Emotional Response; Teacher Burnout; Teacher Attitudes; School Safety; Peer Relationship; Teacher Student Relationship; Risk; Psychological Patterns; Foreign Countries; Secondary School Students; Canada + Suchen Sie Ihr Suchwort? Gewalt; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrbedingungen; Unterrichtsbedingungen; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Victim; Opfer; Emotionales Verhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Risiko; Ausland; Sekundarschüler; Kanada
Abstract	This study investigates the nexus between teacher exposure to student aggression, their level of emotional exhaustion, and the role of belongingness and perceived school safety as mediators. Random-Intercept Cross-Lag Panel Models were conducted among a sample of 2,072 secondary teachers (57.14% female) from grades 7 to 11 in 77 schools. Chronic levels of exposure to globally high levels of student aggression and specific high levels of direct victimization were associated with increased levels of emotional exhaustion. These associations were fully mediated by teacher perceptions of school belongingness and safety. Temporary fluctuations in witnessing student-to-student aggression led to increased emotional exhaustion via decreased perceptions of safety. Specific levels of witnessing student-to-teacher aggression were not linked with exhaustion over time beyond global levels of exposure to student aggression. The chronicity of exposure to different forms of student aggression is a risk factor for emotional exhaustion among teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01