TY - JOUR
T1 - Addressing violence against teachers
T2 - A social-ecological analysis of teachers' perspectives
AU - McMahon, Susan D.
AU - Peist, Eric
AU - Davis, Jacqueline O.
AU - McConnell, Elizabeth
AU - Reaves, Samantha
AU - Reddy, Linda A.
AU - Anderman, Eric M.
AU - Espelage, Dorothy L.
N1 - Publisher Copyright:
© 2020 Wiley Periodicals, Inc.
PY - 2020/7/1
Y1 - 2020/7/1
N2 - Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.
AB - Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.
KW - aggression toward teachers
KW - qualitative study
KW - social-ecological framework
KW - teacher recommendations
KW - teacher victimization
UR - http://www.scopus.com/inward/record.url?scp=85083828404&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85083828404&partnerID=8YFLogxK
U2 - 10.1002/pits.22382
DO - 10.1002/pits.22382
M3 - Article
AN - SCOPUS:85083828404
SN - 0033-3085
VL - 57
SP - 1040
EP - 1056
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 7
ER -
