Understanding teacher‐directed violence and related turnover through a school climate framework

Understanding teacher‐directed violence and related turnover through a school climate framework

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...

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Bibliographic Details
Published in:Psychology in the schools Vol. 61; no. 1; pp. 220 - 236
Main Authors: Peist, Eric, McMahon, Susan D., Davis‐Wright, Jacqueline O., Keys, Christopher B.
Format: Journal Article
Language:English
Published: Hoboken Wiley 01-01-2024
Wiley Subscription Services, Inc
Subjects:
Administrator Role
Community
COVID-19
Educational Environment
Educational Policy
Faculty Mobility
Institutional Characteristics
Labor Turnover
Leadership
Pandemics
Parent Teacher Cooperation
qualitative methods
Safety
school and community
school climate
School environment
School Policy
School violence
Teacher Persistence
teacher turnover
Teachers
teacher‐directed violence
Teaching Conditions
Violence
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Summary: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. Practitioner Points Teacher‐directed violence is a significant factor in teachers' decisions regarding transferring, leaving the profession, and retiring. School climate influenced how incidents of violence against teachers unfolded. School characteristics, such as safety, parent–teacher relationships, and administrative support contributed to teachers' considerations of leaving their positions or profession.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.23044