'I Don't Want to Come Back Now': Teacher Directed Violence
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| Title: | 'I Don't Want to Come Back Now': Teacher Directed Violence |
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| Authors: | Madeleine Erskine (ORCID |
| Source: | Issues in Educational Research. 2023 33(3):920-936. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Teaching Conditions, Educational Environment, Teacher Persistence, School Violence, Secondary School Teachers, Foreign Countries, Teacher Attitudes, Employment Experience, Employment Problems, Faculty Mobility, Teacher Welfare |
| Geographic Terms: | Australia |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | Teacher directed violence (TDV) is characterised as damaging physical or verbal aggression directed towards teachers by students, parents, or colleagues. In this article the researchers explore the experiences of three secondary teachers in Western Australia who have experienced TDV. Given the limited sample size, this qualitative study employs an interpretative phenomenological approach that draws on attribution theory to explore employment decisions made by teachers following TDV. Semi-structured interviews focusing on the lived experiences of the participants were subjected to interpretative phenomenological analysis. The findings from the study suggest that blame; relationships; and responses and reactions felt after the incident of TDV are key factors in employment decisions. Implications are discussed in relation to teacher welfare, turnover, and attrition. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://www.iier.org.au/iier33/erskine-abs.html |
| Accession Number: | EJ1407309 |
| Database: | ERIC |
| Abstract: | Teacher directed violence (TDV) is characterised as damaging physical or verbal aggression directed towards teachers by students, parents, or colleagues. In this article the researchers explore the experiences of three secondary teachers in Western Australia who have experienced TDV. Given the limited sample size, this qualitative study employs an interpretative phenomenological approach that draws on attribution theory to explore employment decisions made by teachers following TDV. Semi-structured interviews focusing on the lived experiences of the participants were subjected to interpretative phenomenological analysis. The findings from the study suggest that blame; relationships; and responses and reactions felt after the incident of TDV are key factors in employment decisions. Implications are discussed in relation to teacher welfare, turnover, and attrition. |
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| ISSN: | 0313-7155 1837-6290 |
