In order to address the limitations of prior research on teacher victimization, this research examined a sample of 1,628 teachers in a large urban county to determine the extent of teacher victimization reported to school officials, as well as school responses to teacher victimization.
Research indicates that violence against teachers has detrimental negative effects on teachers emotional and physical well-being, connectedness to school, job performance, and retention; however, no quantitative empirical research has been conducted to examine the extent of teacher victimization reported to school officials, school interventions to address teacher victimization, and teachers’ satisfaction with school handling of victimization. In the current study, two key variables (school interventions and apologies from offending students) were tested as predictors of victimized teachers’ satisfaction with administrators’ responses to incidents. The findings indicate that the extent of reporting victimization to school officials by victimized teachers is quite high; however, a large number of victimized teachers perceived school intervention following incidents as ineffective and inadequate. Ordinal logistic regression analyses indicate that victimized teachers who report to school officials expect offending students to be disciplined and held accountable, and when this does not occur, they are dissatisfied. Overall, the findings suggest the urgent need for school administrators to review their current disciplinary policies regarding teacher-directed violence and to establish effective protocols to prevent and properly respond to teacher victimization. (publisher abstract modified)
Date Published: January 1, 2019