Citation

Peist E, McMahon SD, Davis JO, Keys CB. J. School Violence 2020; 19(4): 553-565.

Copyright

(Copyright © 2020, Informa - Taylor and Francis Group)

DOI

10.1080/15388220.2020.1779081

PMID

unavailable

Abstract

Teacher turnover is a significant issue in education that negatively affects students' academic performance and instructional continuity. While multiple factors impact turnover, the effects of violence directed against teachers on turnover have rarely been explored. The current study examines the extent to which (dis)empowerment applies to teachers who experienced incidents of violence and related intentions to leave their positions. The study includes 403 teachers from a national survey examining teacher-directed violence and teachers' most upsetting experiences with violence. Using content analysis, results indicated teachers endorsed low levels of empowerment dimensions including status, autonomy and decision-making, and impact. Further, disempowerment was associated with turnover intentions and decisions. Future directions for research, practice, and policy are considered to increase empowerment and prevent turnover following incidents of violence.

Language: en

Keywords

empowerment; qualitative; teacher turnover; Teacher-directed violence