@article{ref1,
title="School violence and teacher professional engagement: a cross-national study",
journal="Frontiers in psychology",
year="2021",
author="Yang, Youcai and Qin, Lixia and Ning, Ling",
volume="12",
number="",
pages="e628809-e628809",
abstract="School violence research has mainly focused on the impact on students. Very few studies, even fewer from a cross-cultural perspective, have examined the relationships between school violence and teacher professional engagement, and the role played by teacher self-efficacy and school climate related factors. The present study utilizes a SEM research methodology to analyze the 2013 TALIS data. The purpose is to understand and compare the relationships in four different cultural contexts; the U.S., England, South Korea, and Mexico. <br><br>RESULTS indicate, on average, that the significant and negative impacts of school violence on teacher professional engagement are partly mediated by teacher self-efficacy. The negativity of school violence is significantly alleviated by enhancing participation among school stakeholders and improving teacher-student relationships. The relationships among the factors apply across all four cultural systems, though, the effects of factors and variables vary to a degree. The paper also discusses other relevant issues and differences as well as their implications.<p /> <p>Language: en</p>",
language="en",
issn="1664-1078",
doi="10.3389/fpsyg.2021.628809",
url="http://dx.doi.org/10.3389/fpsyg.2021.628809"
}