Personal, family, school, and community factors associated with student victimization by teachers in Taiwanese junior high schools: A multi-informant and multilevel analysis.

BACKGROUND AND OBJECTIVE

Unlike most other studies on school victimization, which mainly focused on student self-reports and one-level analysis, this study used a multi-informant and multilevel analysis to examine how personal and school factors reported by students (gender, grade level, delinquency, perpetration against the student, and quality of the teacher-child relationship), family factors reported by parents (family income, the family's financial stress, parent-child interaction, parental monitoring, parental psychological distress, parental involvement in school, and parental attitude towards corporal punishment), and community factors collected from government data (district/community poverty rates, and urban and rural areas) were associated with student reports of victimization by their teachers.

PARTICIPANTS AND SETTING

1262 junior high students (grades 7-9) and their parents/guardians in Taiwan.

METHODS

Multi-stage cluster random sampling and self-administered questionnaire survey.

RESULTS

A total of 38.7% of students reported maltreatment by teachers during the semester. The results of Hierarchical Linear Modeling showed that student delinquency, school violence perpetration, poor teacher-child relationships, the positive attitudes of parents toward corporal punishment, and communities/districts with low poverty rates were positively associated with student victimization.

CONCLUSIONS

Psychological and corporal punishment in educational settings was legally banned in Taiwan in 2007. Our findings imply that legal prohibition is not enough to eliminate maltreatment by teachers. Comprehensive intervention programs are urgently needed, and potential intervention programs should target students from districts with low poverty rates. These programs should also focus on managing student delinquency and school violence, promoting supportive teacher-child relationships, and discouraging positive parental attitudes toward corporal punishment.