| Autor: |
McMahon SD; Department of Psychology, DePaul University., Swenski T; Department of Psychology, DePaul University., Bare K; Department of Psychology, DePaul University., Valido A; School of Education, University of North Carolina at Chapel Hill., Asad S; Department of Psychology, DePaul University., Reddy LA; Department of School Psychology, Rutgers University., Astor RA; University of California, Los Angeles., Espelage DL; School of Education, University of North Carolina at Chapel Hill., Anderman EM; Department of Educational Studies, Ohio State University., Martinez A; Center for Justice Innovation., Worrell FC; Berkeley School of Education, University of California, Berkeley., Knapp-Fadani M; Department of Psychology, DePaul University. |
| Jazyk: |
angličtina |
| Zdroj: |
School psychology (Washington, D.C.) [Sch Psychol] 2024 Sep; Vol. 39 (5), pp. 530-544. Date of Electronic Publication: 2023 Dec 14. |
| DOI: |
10.1037/spq0000595 |
| Abstrakt: |
Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools ( R ² ranged from .18 to .23) and quit the profession during COVID-19 ( R ² ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools ( R ² ranged from .15 to .18) and quit the profession ( R ² ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders. (PsycInfo Database Record (c) 2024 APA, all rights reserved). |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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