Addressing violence against teachers: A social-ecological analysis of teachers' perspectives |
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| Authors: | Susan D McMahon Eric Peist Jacqueline O Davis Elizabeth McConnell Samantha Reaves Linda A Reddy Eric M Anderman Dorothy L Espelage |
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| Institution: | 1. Department of Psychology, DePaul University, Chicago, Illinois;2. Department of Psychology, Palo Alto University, Palo Alto, California;3. Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, New Jersey;4. Department of Educational Studies, The Ohio State University, Columbus, Ohio;5. School of Education, University of North Carolina, Chapel Hill, North Carolina |
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| Abstract: | 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. |
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| Keywords: | aggression toward teachers qualitative study social-ecological framework teacher recommendations teacher victimization |
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