TY  - JOUR
PY  - 2020//
TI  - Addressing violence against teachers: a social-ecological analysis of teachers' perspectives
JO  - Psychology in the schools
A1  - McMahon, Susan D.
A1  - Peist, Eric
A1  - Davis, Jacqueline O.
A1  - McConnell, Elizabeth
A1  - Reaves, Samantha
A1  - Reddy, Linda A.
A1  - Anderman, Eric M.
A1  - Espelage, Dorothy L.
SP  - 1040
EP  - 1056
VL  - 57
IS  - 7
N2  - Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed.<p />  <p>Language: en</p>
LA  - en
SN  - 0033-3085
UR  - http://dx.doi.org/10.1002/pits.22382
ID  - ref1
ER  -