Student-to-teacher violation and the threat to a teacher’s self

Skåland, Børge

doi:10.1016/j.tate.2016.06.012

Cited by 8 publications

(7 citation statements)

References 35 publications

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“…The role of the teacher is viewed as somehow extending beyond the basic performance of their job [1]. Teachers are expected both to be role models and to somehow protect and take responsibility for students in a relationship of care [2,3].…”

Section: Introductionmentioning

confidence: 99%

“…A new problem that teachers are increasingly having to contend with is violence perpetrated by students and their parents. In recent years, there has been a growing interest around the world in the impact of such abuse against teachers [1,5,24].…”

Section: Introductionmentioning

confidence: 99%

“…The student-teacher relationship plays a significant role in the level of well-being experienced by teachers [1,39]. It follows that the impact of any violence perpetrated by a student against a teacher will be particularly significant [40].…”

Section: Introductionmentioning

confidence: 99%

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Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?

Berlanda

Fraizzoli

Cordova

et al. 2019

IJERPH

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Teaching has been reported to be one of the most stressful occupations, with heavy psychological demands, including the need to develop positive relationships with students and their parents; relationships that, in turn, play a significant role in teachers’ well-being. It follows that the impact of any violence perpetrated by a student or parent against a teacher is particularly significant and represents a major occupational health concern. The present study examines for the first time the influence of the Job Demands-Control-Support Model on violence directed against teachers. Six hundred and eighty-six teachers working in elementary and high schools in north-east Italy completed an online, self-report questionnaire. Our findings reveal the role played by working conditions in determining teachers’ experience of violence: greater job demands are associated with most offense types, whereas the availability of diffused social support at school is associated with lower rates of harassment. Workload should be equally distributed and kept under control, and violence should gain its place in the shared daily monitoring of practices and experiences at school in order to provide a socially supportive work environment for all teachers.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?

Berlanda

Fraizzoli

Cordova

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Regardless of the exact terminology and categorization of the violence – “student violence,” “school violence,” and “workplace violence,” etc. (Kauppi and Pörhölä, 2012; Skåland, 2016; Anderman et al, 2018) – a picture has emerged in which a significant number of teachers are victimized by their students (Dzuka and Dalbert, 2007; Chen and Astor, 2008; Kauppi and Pörhölä, 2012), with similar features and outcomes all over the world (Van de Vliert et al, 2013; Nielsen and Einarsen, 2018). In the present study, we have chosen the expression “violence directed against teachers” to describe aggressive behaviors perpetrated by students and/or their parents with the intention of harming the teacher.…”

Section: Introductionmentioning

confidence: 99%

Violence at School and the Well-Being of Teachers. The Importance of Positive Relationships

et al. 2019

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In the discipline of positive psychology, “well-being” is considered a fundamental aspect of “human flourishing.” Inherent to this multidimensional model are emotional, psychological, and social forms of well-being, which can be grounded in positive relationships in the work environment. By adopting an interpretive framework that emphasizes these dynamics, researchers are able to focus on elements that actively help sustain the process of flourishing, rather than on negative environmental features that should be avoided if possible. Within this broader discussion, the specific question of teachers’ well-being is one that has global relevance and merits greater academic attention. After all, it has significant consequences for the educational environment and students’ ability to learn. The literature suggests that teachers are increasingly exposed to violence on the part of students and/or their parents. Inappropriate and/or aggressive behavior like this can reduce a teacher’s occupational well-being and make it more difficult to build positive relationships in the classroom. Ultimately, it is one of the most serious work-related stress factors affecting the profession today. Previous studies have attempted to characterize the contexts in which violence occurs, and its negative impact on both the individuals involved and the broader educational climate. Less attention has been devoted to the capacity of teachers to deal with violence and develop a more resilient mindset. The positive psychology perspective focuses on well-being as a multidimensional construct wherein psychosocial and physical comfort does not simply arise provided there is an absence of suffering and violence. Rather, according to this model, such experiences can be counteracted by a capacity to endure and build positive environments. With these considerations in mind, our study presents data gathered in primary and secondary schools in northern Italy. A total 475 teachers completed an online, self-report questionnaire. The results indicate that teachers can experience occupational well-being even if they are subjected to aggressive behaviors. Supportive leadership and good relationships with colleagues may be considered valuable resources for fostering well-being among teachers.

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“…These responses have clear consequences for the victimized teachers' commitment to the profession, burnout and turnover, lower professional self-efficacy, and impaired performance. In a more recent study in Sweden (Skaland, 2016), qualitative interviews illustrated the effects of being victimized by students, especially when other teachers did not provide support.…”

Section: Students Victimizing Teachersmentioning

confidence: 99%

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Benbenishty

Astor

López

et al. 2018

Aggressive Behavior

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Although in recent years there has been a growing interest in victimization of teachers by their students (student-to-teacher victimization), it is not discussed in relation to students' victimization by their teachers (teacher-to-student victimization) across cultures. This study used a cross-cultural comparative design to examine the prevalence of students' reports of student-to-teacher and teacher-to-student victimization and the correlations between them, both at the student and the school levels. It compares the patterns of findings among Jewish and Arab students in Israel and a sample of Chilean students. A nationally representative student sample in Israel (N = 24,243 students from 474 schools) and a Chilean purposeful sample (N = 24,243 students from 37 schools) answered questions regarding being victimized by teachers, and victimizing their teachers. Four cultural groups were compared: Jewish secular, Jewish religious, Arab, and Chilean students. Findings indicate that students reported that they victimized their teachers more verbally than physically. They also reported being victimized by their teachers, more verbally and less physically and sexually. These patterns were quite similar across the cultural groups, although there were significant differences between them in the prevalence of student-to-teacher and teacher-to-student victimization. The two types of victimization were associated: students who reported being victimized by teachers also tended to report that they victimized teachers, and schools in which teacher-to-student victimization was more prevalent were also schools in which student-to-teacher victimization tended to be more frequent. We discuss these findings both theoretically and regarding their implications for policy and practice.

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Student-to-teacher violation and the threat to a teacher’s self

Cited by 8 publications

References 35 publications

Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?

Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?

Violence at School and the Well-Being of Teachers. The Importance of Positive Relationships

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

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