University of Missouri, Columbia, USA.
J Interpers Violence. 2020 Nov;35(23-24):5526-5551. doi: 10.1177/0886260517721898. Epub 2017 Jul 27.
Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.
与其他基于学校的同伴攻击形式（例如，校园欺凌）相比，针对学校教师的暴力行为相对较少受到研究关注。基于具有全国代表性的学校和人员调查（SASS）2011-2012 年的数据，美国约有 10%的 K-12 公立学校教师在过去 12 个月内收到过威胁，6%的教师报告曾遭受过身体攻击。教师受到的暴力行为影响深远，不仅影响到受害教师，还影响到整个更大的社区。在当前的研究中，我们使用带有州固定效应的多层逻辑回归模型来分析 SASS 数据集。分析样本包括 24070 名来自 4610 所公立学校的 K-12 教师，并且特别排除了特殊教育教师和特殊教育环境（即，在线学校、特殊教育中心、青少年矫正设施）的教师。在权威的学校氛围理论的指导下，我们测试了纪律结构和行政支持与教师受到学生威胁或身体攻击的可能性降低之间的有益关联，同时控制了教师（例如，性别、工作经验年限、种族/族裔）、学校（例如，学校规模、少数民族入学率）和州级因素。结果表明，感到得到行政部门支持并与其他（即校长和其他教师）一致执行规则的教师不太可能成为受伤或身体攻击威胁的受害者。尽管学校氛围已被证明对学生成绩有积极影响，但当前的研究还表明，以一贯执行规则和支持行政人员和教师为特点的学校氛围可能在降低教师受害的可能性方面发挥作用。
