How school policies, strategies, and relational factors contribute to teacher victimization and school safety

Abstract

In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12th‐grade teachers, path analysis results revealed that positive behavior strategies, hardening strategies, and positive discipline were indirectly associated with teacher victimization and sense of safety. Additionally, teachers' perceptions of other teachers maltreating students had the greatest contributions to their sense of safety and victimization by students. Positive discipline was directly and indirectly associated with teacher victimization and safety. Implications and directions for future studies are discussed.

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample

“…Interactions with colleagues involving bullying, undermining behavior, or conflicts can also contribute to teacher victimization [4,21,22]. Finally, teachers may feel victimized by administrative decisions or actions, and by a lack of communication or appreciation that is perceived as unfair or unsupportive [23]. On the whole, teacher victimization can take the form of workplace bullying, which involves repeated mistreatment, humiliation, or intimidation, coming from colleagues, administrators, students, or their parents, and can have broader psychological effects [12,24,25].…”

“…The prevailing socioecological conceptual framework suggests that schools implementing positive, evidence-based strategies and fair discipline policies promote positive interactions between students and teachers [26]. Previous studies have provided significant insights on teacher perceptions of victimization and safety, school hardening strategies to increase physical safety, school programs or policies to enhance school climate, positive discipline policies, as well as teacher-student relationships [23,26].…”

“…Teachers who feel supported by the administration and work in environments where rules are consistently enforced are less likely to fall victim to teacher-directed violence [46,[62][63][64]. The lack of support from administrators has been identified as a factor that negatively impacts teachers' feelings, interpersonal challenges, and school systems and policies [2,7,23,44,65,66]. Perceived school support has been identified as having a direct effect on exposure to school violence, subjective well-being, and professional disengagement in teachers [67].…”

“…Adequate support from school administrators, including clear communication, recognition of achievements, and fair policies, is also vital for teacher satisfaction [2]. Adequate and fair financial compensation, along with competitive benefits, plays a role in teacher satisfaction, and policies that support a healthy work-life balance, such as flexible schedules and reasonable working hours, positively impact teacher satisfaction [23].…”

“…Additionally, studies have revealed that teachers who have a degree of autonomy in decision-making and classroom management often report higher levels of job satisfaction [23]. Next, manageable workloads that allow for a balance between professional and personal life as well as access to continuous professional development and opportunities for career advancement contribute to higher satisfaction levels [12].…”