Limited empirical findings suggest that teacher victimization at school is highly prevalent, with detrimental negative impacts on victimized teachers. Given the scarce body of literature on teacher victimization, further research is necessary to investigate its extent, predictors, and negative consequences. The present research, using a representative sample of 1,628 teachers in the southwest region of the United States, indicates a high prevalence of violence and aggression directed against teachers. Also, the research found that teachers’ uncertain and helping/friendly behaviors toward students were significantly related to various types of teacher victimization. Experiences involving the five victimization types (theft/property damage, physical assault, verbal abuse, sexual harassment, and noncontact aggression) are correlated with teachers’ self-reported job performance, student trust, safety at school, and thoughts about quitting. Directions for future research and policy implications are considered in the context of these findings.
KEYWORDS: Violence against teachers, school safety, violence, victimization