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

Ron Avi Astor, Rami Benbenishty, Gordon P. Capp, Kate R. Watson, Chaoyue Wu, Susan D. McMahon, Frank C. Worrell, Linda A. Reddy, Andrew Martinez, Dorothy L. Espelage, Eric M. Anderman

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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.

Original languageEnglish
Pages (from-to)39-57
Number of pages19
JournalJournal of Community Psychology
Volume52
Issue number1
Early online date24 Aug 2023
DOIs
StatePublished - Jan 2024
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2023 The Authors. Journal of Community Psychology published by Wiley Periodicals LLC.

Keywords

  • discipline safety strategies
  • teacher safety
  • teacher victimization
  • teacher–student relationships

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