Authoritative School Climate, Aggression Toward Teachers, and Teacher Distress in Middle School
Authoritative School Climate, Aggression Toward Teachers, and Teacher Distress in Middle School
复制标题
DOI：
10.1037/spq0000132
复制
发表时间：
2016-03-01
影响因子：
--
通讯作者：
Cornell, Dewey
中科院分区：
文献类型：
--
作者：
Berg, Juliette K.;Cornell, Dewey
对教师的攻击性与职业倦怠和脱离教学有关，但积极的学校氛围可能会减少攻击性和相关的教师痛苦。本研究利用权威的学校气氛理论，探讨了具有高学科结构和学生支持的学校是否与较少的攻击性和较少的痛苦有关。来自389所中学的9,134名教师的样本来自弗吉尼亚州中学气候调查，这是一项针对所有七年级和八年级入学的公立学校的全州调查。大多数教师（75%）是女性。超过一半（53%）的人报告说，他们有10年以上的教学经验; 23%的人报告说有6至10年; 24%的人报告说有1至5年。学生们报告了他们的学校的结构和支持程度。教师们报告了他们被学生攻击的经历、他们的痛苦程度和他们的安全感。还使用了根据教育部记录计算的与工作人员有关的违规行为。多水平模型显示，权威学校的教师经历的攻击性较少，感到更安全，痛苦也较少。较低的侵略，学生调解之间的关联更权威的学校和较低的痛苦，更有结构和支持性的学校有更大的教师安全，反过来，更少的痛苦。研究结果支持了这样一种观点，即结构更合理、支持性更强的学校与教师更大的安全性有关，反过来，也会减少教师的痛苦。研究的局限性和实践的影响进行了讨论。
Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed.