Citation

Moon B, McCluskey J, Morash M. Aggressive Behav. 2019; 45(5): 517-526.

Affiliation

School of Criminal Justice, Michigan State University, East Lansing, Michigan.

Copyright

(Copyright © 2019, International Society for Research on Aggression, Publisher John Wiley and Sons)

DOI

10.1002/ab.21840

PMID

31157921

Abstract

Prior research indicates that student aggression against teachers is widespread, and it has negative impacts on victimized teachers' emotional and physical well-being and job performance. However, little is known about the relationship between the recency and duration of victimization and teachers' thoughts about quitting the teaching profession and related job dissatisfaction and disconnectedness to school. Analyses of data from a longitudinal study of 1,236 US teachers fills these gaps. The study found that many teachers experienced theft/vandalism and sexual harassment victimization that was limited to just 1 year. In contrast, sizeable proportions of teachers experienced verbal abuse and nonphysical contact aggression that occurred over 2 years. Multiple regression analyses showed that teachers who reported recent or multiyear victimization had lower levels of connectedness to school, less job satisfaction, and more thoughts about ending their teaching careers. These results may indicate that unless victimization recurs, negative effects of victimization are contemporaneous and are less likely to persist. Additional research is needed to examine victimization over longer than 2 years, investigate the effects of the frequency of different types of aggression against teachers, and identify school policies and interventions that weaken the connection of victimization to negative outcomes.

© 2019 Wiley Periodicals, Inc.

Language: en

Keywords

aggression against teachers; outcomes of teacher victimization; victimization duration; victimization recency