Understanding Parent Aggression Directed against Teachers: A School Climate Framework

Autor/inn/en	McMahon, Susan D.; Bare, Kailyn M.; Cafaro, Cori L.; Zinter, Kayleigh E.; Garcia-Murillo, Yesenia; Lynch, Gabrielle; McMahon, Katie M.; Espelage, Dorothy L.; Reddy, Linda A.; Anderman, Eric M.; Subotnik, Rena
Titel	Understanding Parent Aggression Directed against Teachers: A School Climate Framework
Quelle	In: Learning Environments Research, 26 (2023) 3, S.915-931 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McMahon, Susan D.) ORCID (Bare, Kailyn M.) ORCID (Cafaro, Cori L.) ORCID (Zinter, Kayleigh E.) ORCID (Garcia-Murillo, Yesenia) ORCID (Espelage, Dorothy L.) ORCID (Reddy, Linda A.) ORCID (Anderman, Eric M.) ORCID (Subotnik, Rena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-023-09460-2
Schlagwörter	Teachers; Parents; Parent Teacher Cooperation; Aggression; Educational Environment; Experience; Victims; Safety + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Eltern; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erfahrung; Victim; Opfer; Sicherheit
Abstract	Teachers experience verbal and physical aggression from a variety of aggressors in schools worldwide. However, most school violence and aggression research is focused on students, with few empirical studies examining teacher aggression from parent offenders. This study investigated the school ecology associated with teachers' experiences of aggression from students' parents. We applied and adapted a school climate framework to examine the qualitative survey responses of 450 United States teachers who reported their most upsetting experiences involving parent aggression. Using a directed content analysis approach, teacher victimization was examined through the four school climate domains of safety, academic, institutional environment, and community. Significant socioemotional and physical safety concerns regarding verbal and physical aggression from parents, often related to school discipline practices, were identified. In the academic domain, parent aggression was associated with parent-teacher disagreements regarding grades and services, challenges with administrative leadership, and job stability concerns. The institutional environment domain illustrated where incidents took place, school resources, and policies regarding security and student placement as key factors in parent aggression. Results from the community domain highlighted issues of communication, mistrust, negative attitudes, accountability, diversity, and neighborhood and societal factors. Teacher experiences and exemplar themes provide context and further elaborate upon the school climate framework. Implications for research, school practice, and policy are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01