Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.

Abstract

Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten–12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools (R2 ranged from .18 to .23) and quit the profession during COVID-19 (R2 ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools (R2 ranged from .15 to .18) and quit the profession (R2 ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders.

Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.

“…Managing classrooms in which students exhibit aggressive behavior and may need alternative resources or placements, lacking support when victimization occurs, fearing injury, and feeling insufficiently trained to address aggression and violence could all contribute to stress and anxiety (e.g., Bass et al, 2016). Mental health may also play a key role in teacher turnover because verbal and threatening aggression and physical violence are associated with higher anxiety and stress, which contribute to teachers' intentions to transfer positions or leave their profession (McMahon et al, 2023).…”

A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.

“…Weapon prevalence and the potential for weapon violence take significant emotional tolls on teachers' well-being (Wender & DeMille, 2019). More broadly, physical violence against teachers leads to anxiety and stress and intentions to transfer positions or quit the profession (McMahon et al, 2023). However, there are few theoretical frameworks available to guide research, and there are limited theory-driven examinations of contributing factors and pathways to weapon behaviors, particularly directed against teachers.…”