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How school policies, strategies, and relational factors contribute to teacher victimization and school safety.

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Title: How school policies, strategies, and relational factors contribute to teacher victimization and school safety.
Authors: Astor, Ron Avi (AUTHOR), Benbenishty, Rami (AUTHOR), Capp, Gordon P. (AUTHOR), Watson, Kate R. (AUTHOR), Wu, Chaoyue (AUTHOR), McMahon, Susan D. (AUTHOR), Worrell, Frank C. (AUTHOR), Reddy, Linda A. (AUTHOR), Martinez, Andrew (AUTHOR), Espelage, Dorothy L. (AUTHOR), Anderman, Eric M. (AUTHOR)
Source: Journal of Community Psychology. Jan2024, Vol. 52 Issue 1, p39-57. 19p.
Subjects: School safety, Teachers, School rules & regulations, Path analysis (Statistics), Teacher role
Abstract: In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12th‐grade teachers, path analysis results revealed that positive behavior strategies, hardening strategies, and positive discipline were indirectly associated with teacher victimization and sense of safety. Additionally, teachers' perceptions of other teachers maltreating students had the greatest contributions to their sense of safety and victimization by students. Positive discipline was directly and indirectly associated with teacher victimization and safety. Implications and directions for future studies are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Community Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How school policies, strategies, and relational factors contribute to teacher victimization and school safety.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Community+Psychology%22">Journal of Community Psychology</searchLink>. Jan2024, Vol. 52 Issue 1, p39-57. 19p.
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  Data: <searchLink fieldCode="DE" term="%22School+safety%22">School safety</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+rules+%26+regulations%22">School rules & regulations</searchLink><br /><searchLink fieldCode="DE" term="%22Path+analysis+%28Statistics%29%22">Path analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink>
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  Data: In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12th‐grade teachers, path analysis results revealed that positive behavior strategies, hardening strategies, and positive discipline were indirectly associated with teacher victimization and sense of safety. Additionally, teachers' perceptions of other teachers maltreating students had the greatest contributions to their sense of safety and victimization by students. Positive discipline was directly and indirectly associated with teacher victimization and safety. Implications and directions for future studies are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Community Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/jcop.23084
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        Text: English
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      – SubjectFull: Path analysis (Statistics)
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              Text: Jan2024
              Type: published
              Y: 2024
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