Understanding Teacher-Directed Violence and Related Turnover through a School Climate Framework

Autor/inn/en	Peist, Eric; McMahon, Susan D.; Davis-Wright, Jacqueline O.; Keys, Christopher B.
Titel	Understanding Teacher-Directed Violence and Related Turnover through a School Climate Framework
Quelle	In: Psychology in the Schools, 61 (2024) 1, S.220-236 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peist, Eric) ORCID (McMahon, Susan D.) ORCID (Davis-Wright, Jacqueline O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23044
Schlagwörter	Labor Turnover; Teacher Persistence; Violence; Institutional Characteristics; Faculty Mobility; Safety; Parent Teacher Cooperation; Teaching Conditions; Administrator Role; School Policy; Educational Policy; Educational Environment + Suchen Sie Ihr Suchwort? Gewalt; Sicherheit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Schulpolitik; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Teacher turnover is an issue of national significance and has worsened since the start of the COVID-19 pandemic. Teacher-directed violence and teacher turnover can significantly impact school life for students, staff, and communities. Using Wang and Degol's school climate framework, we examined school characteristics that contribute to teacher-directed violence and related turnover. The current study examines the qualitative experiences of 403 teachers who reported that their most upsetting incidents of violence contributed to desires to leave the profession, transfer, or retire. Many teachers indicated concerns about safety and community factors, including parent--teacher relationships and community violence. Educators emphasized issues related to administrators, describing a lack of support and poor leadership. Finally, teachers discussed concerns with policy on both school and government levels. Improving school climate may be one avenue for decreasing teacher-directed violence and preventing turnover. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01