Department of Educational Psychology, University of Illinois at Urbana-Champaign, IL 61820, USA.
Am Psychol. 2013 Feb-Mar;68(2):75-87. doi: 10.1037/a0031307. Epub 2013 Jan 7.
Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers. Surprisingly, little research has been conducted on this growing problem despite the broad impact teacher victimization can have on schooling, recruitment, and retention of highly effective teachers and on student academic and behavioral outcomes. Psychologists should play a leadership role in mitigating school violence, including violence directed toward teachers. There is a need for psychologists to conduct research accurately assessing the types and scope of violence that teachers experience; to comprehensively evaluate the individual, classroom, school, community, institutional, and cultural contextual factors that might predict and/or explain types of teacher violence; and to examine the effectiveness and sustainability of classroom, school, and district-wide prevention and intervention strategies that target teacher violence in school systems. Collectively, the work of psychologists in this area could have a substantial impact on schooling, teacher experience and retention, and overall student performance.
针对 K-12 教师的暴力行为是一个严重的问题，需要研究人员、教师职前和在职培训提供者、学校管理人员、社区领导人和政策制定者立即关注。令人惊讶的是，尽管教师受害对学校教育、招聘和留住高绩效教师以及学生的学业和行为成果有广泛影响，但针对这一日益严重的问题的研究却很少。心理学家应该在减轻学校暴力方面发挥领导作用，包括针对教师的暴力行为。心理学家需要进行研究，准确评估教师所经历的暴力类型和范围；全面评估可能预测和/或解释教师暴力类型的个人、课堂、学校、社区、机构和文化背景因素；并研究针对学校系统中教师暴力的课堂、学校和地区范围的预防和干预策略的有效性和可持续性。总的来说，心理学家在这一领域的工作可能会对学校教育、教师体验和留任以及整体学生表现产生重大影响。
