Teacher-Directed Aggression: Causes Perceived vs. Aggression Experienced
https://doi.org/10.21603/sibscript-2024-26-5-834-843
Abstract
Teachers as victims of aggression seldom become focus of psychological research. However, teacher-directed violence has become a socially relevant phenomenon. Revealing the causes of teacher-directed aggression should at the core of antibullying programs. To identify these causes, psychologists need to study teachers’ experience and insights. The authors compared causes of teacher-directed aggression as perceived by teachers with their accounts of students’ aggression experience. The research relied on the methods of principal component analysis and Pearson’s correlation analysis. The sample consisted of 5,350 teachers from nine regions of the Russian Federation. Most respondents believed teacher-directed aggression to be caused by the dysfunctional family or parents’ disrespect of the teaching staff. The causes were divided into teacher-related, environmental, and intrapersonal. These variables correlated with teachers’ experience of student aggression. The phenomenon of teacher-directed aggression should be taken into account in violence prevention programs aimed at ensuring safety and well-being of both teachers and students.
About the Authors
Artur A. Rean
Federal Scientific Center of Psychological and Multidisciplinary Research
Russian Federation
Russian Federation
Scopus Author ID: 6507072773
Moscow
Roman G. Kuzmin
Federal Scientific Center of Psychological and Multidisciplinary Research
Russian Federation
Russian Federation
Scopus Author ID: 57430723700
Moscow
References
1. Gracheva A. M., Nistratov A. A., Petrenko V. F., Sobkin V. S. Psychosemantic analysis of understanding the motivational structure of film character behavior. Voprosy Psikhologii, 1988, (5): 123–131. (In Russ.)
2. Dikova V. V., Zeer E. F. Pedagogical aggression as professionally conditioned deformation of the teacher. Obrazovanie i nauka. Izvestiia UrO RAO, 2005, (4): 78–88. (In Russ.) https://elibrary.ru/jjyrap
3. Mudrik A. V. Dissocial education in the countercultural organizations. Problemy sovremennogo obrazovaniya, 2011, (4): 16–21. (In Russ.) https://elibrary.ru/orkugr
4. Rean A. A. Problems and perspectives of development of the concept of personality’s locus control. Psikhologicheskii Zhurnal, 1998, 19(4): 3–12. (In Russ.)
5. Rean A. A. Personality psychology. St. Petersburg: Piter, 2013, 288. (In Russ.) https://elibrary.ru/uwfzex
6. Rean A. A., Egorova A. V., Konovalov I. A., Kuzmin R. G. Adolescent aggression towards teachers: Experience of victimization and connections with personality factors. Sibirskiy Psikhologicheskiy Zhurnal, 2022a, (85): 118–143. (In Russ.) https://doi.org/10.17223/17267080/85/6
7. Rean A. A., Egorova A. V., Kuzmin R. G. Correlation of the teacher’s locus of control and students’ direct aggression towards the teacher. Psychology in Education, 2023a, 5(2): 204–223. (In Russ.) https://doi.org/10.33910/2686-9527-2023-5-2-204-223
8. Rean A. A., Egorova A. V., Kuzmin R. G., Shevchenko A. O. The relationship between teacher’s locus of control and student’s indirect aggression toward him. Mir psikhologii, 2023b, (3): 231–250. (In Russ.) https://elibrary.ru/dkxedr
9. Rean A. A., Konovalov I. A., Kosheleva E. S. Coping with destructive behaviour of learners: Teachers’ reaction to learners’ aggression and aggressiveness of teachers. Integration of Education, 2022b, 26(4): 688–707. (In Russ.) https://doi.org/10.15507/1991-9468.109.026.202204.688-707
10. Rean A. A., Novikova M. A. Bullying among high school students: The prevalence and influence of socio-economic factors. Mir psikhologii, 2019, (1): 165–177. (In Russ.) https://elibrary.ru/jsiwcl
11. Sobkin V. S., Fomichenko A. S. Causes of teacher-directed aggression as perceived by teachers. Sociology of Education. Works on Sociology of Education, ed. Sobkin V. S. Moscow: FSSI, 2012, vol. XVI, iss. XXVIII, 137–147. (In Russ.) https://elibrary.ru/saoeiz
12. Fomichenko A. S. Teachers’ perceptions of aggressive behavior causes in students of different ages. Social Psychology and Society, 2013, (2): 81–93. (In Russ.) https://elibrary.ru/qcxpbr
13. Anderman E. M., Perry A. H., Lee H. J., McMahon S. D., Astor R. A., Espelage D. L., Martinez A., Reddy L. A., Worrell F. C. School goal structures and violence against educators before and during COVID-19. Journal of School Violence, 2024, 23(4): 433–447. https://doi.org/10.1080/15388220.2024.2318703
14. Benbenishty R., Daru E. R., Astor R. A. An exploratory study of the prevalence and correlates of student maltreatment by teachers in Cameroon. International Journal of Social Welfare, 2022, 31(1): 22–32. https://doi.org/10.1111/ijsw.12475
15. Berg J. K., Cornell D. Authoritative school climate, aggression toward teachers, and teacher distress in middle school. School Psychology Quarterly, 2016, 31(1): 122–139. https://doi.org/10.1037/spq0000132
16. Chen J.-K., Astor R. A. Students’ reports of violence against teachers in Taiwanese schools. Journal of School Violence, 2008, 8(1): 2–17. https://doi.org/10.1080/15388220802067680
17. Espelage D., Anderman E. M., Brown V. E., Jones A., Lane K. L., McMahon S. D., Reddy L. A., Reynolds C. R. Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 2013, 68(2): 75–87. https://doi.org/10.1037/a0031307
18. Frank T. J., Powell M. G., View J. L., Lee C., Bradley J. A., Williams A. Exploring racialized factors to understand why Black mathematics teachers consider leaving the profession. Educational Researcher, 2021, 50(6): 381–391. https://doi.org/10.3102/0013189X21994498
19. Huang F. L., Eddy C. L., Camp E. The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence, 2020, 35(23-24): 5526–5551. https://doi.org/10.1177/0886260517721898
20. Jackson J., Stevens T. Predicting teachers’ job satisfaction from student aggression toward teachers and related trauma. Contemporary School Psychology, 2023, 27(3): 479–490. https://doi.org/10.1007/s40688-022-00409-5
21. Longobardi C., Badenes-Ribera L., Fabris M. A., Martinez A., McMahon S. D. Prevalence of student violence against teachers: A meta-analysis. Psychology of Violence, 2019, 9(6): 596–610. https://doi.org/10.1037/vio0000202
22. Longobardi C., Iotti N. O., Jungert T., Settanni M. Student-teacher relationships and bullying: The role of student social status. Journal of Adolescence, 2018, 63(1): 1–10. https://doi.org/10.1016/j.adolescence.2017.12.001
23. Martinez A., McMahon S. D., Espelage D., Anderman E. M., Reddy L. A., Sanchez B. Teachers’ experiences with multiple victimization: Identifying demographic, cognitive, and contextual correlates. Journal of School Violence, 2016, 15(4): 387–405. https://doi.org/10.1080/15388220.2015.1056879
24. McMahon S. D., Martinez A., Espelage D., Rose C., Reddy L. A., Lane K., Anderman E. M., Reynolds C. R., Jones A., Brown V. Violence directed against teachers: Results from a national survey. Psychology in the Schools, 2014, 51(7): 753–766. https://doi.org/10.1002/pits.21777
25. Mooij T. Secondary school teachers’ personal and school characteristics, experience of violence and perceived violence motives. Teachers and Teaching: Theory and Practice, 2011, 17(2): 227–253. https://doi.org/10.1080/13540602.2011.539803
26. Moon B., McCluskey J., Morash M. Aggression against middle and high school teachers: Duration of victimization and its negative impacts. Aggressive Behavior, 2019a, 45(5): 517–526. https://doi.org/10.1002/ab.21840
27. Moon B., Morash M., McCluskey J. Student violence directed against teachers: Victimized teachers’ reports to school officials and satisfaction with school responses. Journal of interpersonal violence, 2019b, 36(13-14): NP7264–NP7283. https://doi.org/10.1177/0886260519825883
28. Wei C., Gerberich S. G., Alexander B. H., Ryan A. D., Nachreiner N. M., Mongin S. J. Work-related violence against educators in Minnesota: Rates and risks based on hours exposed. Journal of Safety Research, 2013, 44: 73–85. https://doi.org/10.1016/j.jsr.2012.12.005
29. Winding T. N., Aust B., Andersen L. P. S. The association between pupils’ aggressive behaviour and burnout among Danish school teachers – the role of stress and social support at work. BMC Public Health, 2022, 22(1). https://doi.org/10.1186/s12889-022-12606-1
30. Yang C., Jenkins L., Fredrick S. S., Chen C., Xie J.-S., Nickerson A. B. Teacher victimization by students in China: A multilevel analysis. Aggressive Behavior, 2019, 45(2): 169–180. https://doi.org/10.1002/ab.21806
31. Zinter K. E., McMahon S. D., Greeson M. R., Bare K. A comparison of general and special educators’ experiences with teacher-directed aggression and violence. Psychology in the Schools, 2024, 61(1): 380–397. https://doi.org/10.1002/pits.23058
Review
For citations:
Rean A.A., Kuzmin R.G. Teacher-Directed Aggression: Causes Perceived vs. Aggression Experienced. SibScript. 2024;26(5):834-843. (In Russ.) https://doi.org/10.21603/sibscript-2024-26-5-834-843
Views:
172
Email this article 