期刊
SCHOOL PSYCHOLOGY
卷 -, 期 -, 页码 -出版社
EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC
DOI: 10.1037/spq0000595
关键词
teacher attrition; teacher violence and aggression; mental health; stress and anxiety; COVID-19
This study examines the impact of violence on teachers' intentions to quit and finds a significant correlation between violence and teacher anxiety and stress. Physical violence from certain aggressors and certain teacher and school characteristics are also associated with intentions to quit.
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.
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