Does Domestic Violence Against Women Increase Teacher–Student School Violence? The Mediating Roles of Morbidity and Diminished Workplace Performance

Abstract

This research reveals how domestic gender violence suffered by female teachers affects teacher–student school violence in the classroom. Based on a representative survey of 1,542 female professors in 95 public schools in the Callao metropolitan region of Peru using variance structural equation modelling, there is a strong positive relation found between both types of violence (β = 0.34), accompanied by the existence of mediating effects of morbidity and diminished workplace performance. These results demonstrate that in order to reduce the incidence of school violence we must not only address violence between educators and students, but also violence suffered by teachers at the hands of their domestic partner.

Bullying y cyberbullying en el contexto peruano (2017-2021): una revisión sistemática

“…La omisión del punto de vista del niño en la construcción de normas de conducta podría generar exclusión o discriminación de este y, por lo tanto, acentuar la violencia (Carrasco-Aguilar et al, 2016). Asimismo, Vara-Horna et al (2022), al estudiar el trato de pareja que tienen las profesoras, muestran que si estas sufren violencia doméstica por parte de sus parejas, la relación entre profesora y alumnos se puede deteriorar, haciendo que la perpetración del acoso sea más constante en el aula.…”

Children’s understandings of gender-based violence at home: The role school can play in child disclosure

“…In the same way, in the practice field, intervention has too often been focused on adults -mainly on women but also on perpetrators -and children are often considered as mere appendages of their mothers (Montserrat & Casas, 2017;Cater, 2014;Di Napoli et al, 2019). Some services are reluctant to engage children, appealing to issues of vulnerability as well as their limited capacity to deal with such situations, but this reticence may be related to a lack of appropriate professional training (Montserrat & Casas, 2017;Cahill & Dadvand, 2020;Gorin, 2004;Vanner & Almanssori, 2021;Vara-Horna et al, 2021).…”