McMahon Susan D, Perry Andrew H, Swenski Taylor, Bare Kailyn, Hunt Jared, Martinez Andrew, Reddy Linda A, Anderman Eric M, Astor Ron Avi, Espelage Dorothy L, Worrell Frank C, Dudek Christopher M
Department of Psychology, DePaul University, Chicago, IL 60614, USA.
Department of Educational Studies, The Ohio State University, Columbus, OH 43210, USA.
Behav Sci (Basel). 2025 Apr 21;15(4):556. doi: 10.3390/bs15040556.
Scientific and public attention regarding educator-directed violence has increased over the past 15 years; however, research on violence against administrators is limited. Although school administrators are responsible for school performance and safety, they can be particularly vulnerable to violence from students, teachers, and parents. This study includes 497 pre-K-12th grade school administrators in the United States. A path analysis was conducted to examine the associations between administrator perceptions of student-, school-, and community-level strengths and administrator experiences of verbal/threatening and physical violence. Cultural pluralism, which incorporates student and staff support of cultural differences and honors different voices and cultures in curricula and discussion, was investigated as a moderator of these associations. Results indicate that (a) student strengths are associated with less student verbal/threatening violence against administrators; (b) school strengths are associated with less student and colleague verbal/threatening violence against administrators; and (c) community strengths are associated with less physical violence from students and less verbal/threatening violence from parents against administrators. Cultural pluralism practices significantly moderated the relationship between student strengths and physical violence from colleagues. Findings highlight school practices and policies across the school ecology that are associated with less administrator-directed violence.
在过去15年里，科学界和公众对教育工作者主导的暴力行为的关注有所增加；然而，针对管理人员暴力行为的研究却很有限。尽管学校管理人员负责学校的表现和安全，但他们特别容易受到来自学生、教师和家长的暴力侵害。本研究涵盖了美国497名从学前班到12年级的学校管理人员。进行了路径分析，以检验管理人员对学生、学校和社区层面优势的认知与管理人员遭受言语/威胁和身体暴力经历之间的关联。文化多元主义，即纳入学生和工作人员对文化差异的支持，并在课程和讨论中尊重不同的声音和文化，被作为这些关联的调节因素进行了研究。结果表明：（a）学生的优势与学生对管理人员的言语/威胁暴力行为减少相关；（b）学校的优势与学生和同事对管理人员的言语/威胁暴力行为减少相关；（c）社区的优势与学生的身体暴力行为减少以及家长对管理人员的言语/威胁暴力行为减少相关。文化多元主义实践显著调节了学生优势与同事身体暴力行为之间的关系。研究结果突出了整个学校生态系统中与减少针对管理人员的暴力行为相关的学校实践和政策。
