Research Article
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The Negative Consequence of Teacher Directed Violence to Student Learning

Year 2022, Volume: 6 Issue: 12, 264 - 271, 11.11.2022
https://doi.org/10.31458/iejes.1194082

Abstract

The study explores the experiences of secondary school teacher-directed violence. Violence directed at teachers can have a negative attitude towards their job, as well as not performing to expectations. Thus, it is important to increase knowledge regarding violence as educators experience it, so as to be able to work preventively and minimise the violence. The study is guided by the ınterpretative phenomenological analysis which seeks to understand the experiences of teacher-directed violence. Interviews were conducted with 10 teachers from various secondary schools at a neutral venue outside the respondents’ schools and homes. Analysis revealed five main themes, namely absenteeism due to fear, fear for their safety, teacher turnover as result of violence, harassment, and intimidation. The findings revealed that more serious acts of violence on teachers affected their performance at school. If not addressed, this problem of violence has the capacity to render the education system dysfunctional. In conclusion, authorities must act against this threat on teachers in order to normalise the situation at schools throughout the country.

Supporting Institution

central university of technology, free state

References

  • Bass, B. I., Cigularov, K. P.,Chen, P. Y.,Henry, K. L.,Tomazic, R. G., & Li, Y. (2016). The effects of student violence against school employees on employee burnout and work engagement: The roles of perceived school unsafety and transformational leadership. International Journal of Stress Management, 23(3), 318–336. https://doi.org/10.1037/str0000011
  • Botha, R.J., & Zwane, R.P. (2021). Strategies to prevent leaner-on-educator violence in South African schools. International Journal of Learning, Teaching and Educational Research, 20(9), 1-17. https://doi.org/10.26803/ijlter.20.9.1
  • Burns, E.A., Fogelgarn, R., & Billett, P. (2020). Teacher-targeted bullying and harassment in Australian schools: a challenge to teacher wellbeing, British Journal of Sociology of Education, 41 (4), 523-538. https://doi.org/10.1080/01425692.2020.1755227
  • Chauke, P. (2014). Teacher absenteeism behind failing pupils. Available online: http://citizen.co.za (accessed on 11 January 2020).
  • Curran, C. F., Viano, S. L., & Fisher, B. W. (2019). Teacher victimization, turnover, and contextual factors promoting resilience. Journal of School Violence, 18(1), 21–38. https://doi.org/10.1080/15388220.2017.1368394
  • Eatough, V. & Smith, J.A. (2006). I was like a wild wild person: understanding feelings of anger using interpretative phenomenological analysis. British Journal of Psychology, 97, 483–498.
  • Espelage, D., Anderman, E.M., Brown, V.E., Jones, A., Lane, K.L., McMahon, S.D., Reddy, L.A. & Reynolds, C.R. (2013). Understanding and preventing violence directed against teachers recommendations for a national research, practice, and policy agenda. American Psychologist,75-87.
  • Gluschkoff, K., Elovainio, M., Hintsa,T., Pentti, J., Salo, P., Kivimäki, M., & Jussi, V, J. (2020). Organisational justice protects against the negative effect of workplace violence on teachers’ sleep: a longitudinal cohort study. Occup Environ Med, 74, 511–516. https://doi.org/10.1136/oemed-2016-104027
  • Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental healt, school climate, inclusive education and student learning: A review. Canadian Psychology/Psychologie Canadienne, 58(3), 203e210.
  • Huang, F. L., Eddy, C. L., & Camp, E. (2017). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence, 1-26. https://doi.org/10.1177/0886260517721898
  • Khoury-Khassabri, M,, Astor, R.A., & Benbenishty R. (2009). Middle eastern adolescents’ perpetration of school violence against peers and teachers: a cross-cultural and ecological analysis. Journal of Interpersonal Violence, 24,159-182.
  • Kõiv, K. (2015). Changes over a ten-year ınterval in the prevalence of teacher-targeted bullying. Procedia-Social and Behavioral Sciences, 171, 126–133. https://doi.org/10.1016/j.sbspro.2015.01.098 .
  • Kopecký, K., & Szotkowski, R. (2017). Specifics of cyberbullying of teachers in Czech schools – A national research. Informatics in Education, 16 (1), 103–119. https://doi.org/10.15388/infedu.2017.06
  • Lobiondo-Wood G., & Haber J. (2010). Nursing research: methods and critical appraisal for evidence- based practice. St Louis, MO: Mosby.
  • Lokmić, M., Opić, S., & Bilić, V. (2013). Violence against teachers – rule or exception? International Journal of Cognitive Research in Science, Engineering and Education, 1(2), 1-10.
  • Maeng; J.L., Malone; M., Cornell, D. (2020). Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach. Teaching and Teacher Education,87,1-11.
  • Mahome, M.M. (2019). The prevalence of learner-on-teacher school-based violence: a qualitative study. Acta Criminologica: African Journal of Criminology & Victimology, 32(2), 91-104.
  • McMahon, S.D., Martinez, A. & Espelage, D.R.., Redy, L.A., Lane, K., Anderman, E.M., Reynolds, C.R., & Jones, A.B.V. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51(7), 753-766. https://doi.org/10.1002/pits.21777
  • Moon, B., Morash, M., Jang, J., & Jeong, S. (2015). Violence against teachers in South Korea: Negative consequences and factors leading to emotional distress. Violence and Victims, 30(2), 279–292. https://doi.org/10.1891/0886-6708 .
  • Moon, B., Saw, G,. & McCluskey, J. (2020). Teacher victimization and turnover: focusing on different types and multiple victimization, Journal of School Violence, 19(3), 406-420. https://doi.org/10.1080/15388220.2020.1725529
  • Nielsen, M. B., & Einarsen, S. V. (2018). What we know, what we do not know, and what we should and could have known about workplace bullying: An overview of the literature and Agenda for future research. Aggression and Violent Behavior, 42, 71–83. https://doi.org/10.1016/j.avb.2018.06.007
  • Noble, H. & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence-Based Nursing, 18 (2), 34-35.
  • Peist, E., McMahon, S.D., Davis, J.O., & Keys, C.B. (2020). Teacher turnover in the context of teacher-directed violence: an empowerment lens. Journal of School Violence, 19(4), 553-565, https://doi.org/10.1080/15388220.2020.1779081 .
  • Prpić, M. (2021). Students’ violence against teachers in relation to school climate. Varstvoslovje, Journal of Criminal Justice and Security, 4, 405-425
  • Segalo, L., & Rambuda, A.M. (2018). South African public school teachers’ views on right to discipline learners. South African Journal of Education, 38 (2), 1-7.
  • Shields, N., & Nadasen, K., & Hanneke, C. (2015). Teacher responses to school violence in Cape Town, South Africa. Journal of Applied Social Science, 9(1), 47–64. https://doi.org/10.1177/1936724414528181
  • Singh, G. D., & Steyn, T. (2014). The impact of learner violence in rural South African schools. Journal of Sociology and Social Anthropology, 5(1), 81-93. https://doi.org/10.1080/09766634.2014.11885612
  • Smith, J. A., Larkin, M. H., & Flowers, P. (2009). Interpretative phenomenological analysis: Theory, method and research. London: SAGE
  • Smith, J.A. (2011a) Evaluating the contribution of interpretative phenomenological analysis. Health Psychology Review, 5, 9-27.
  • Smith, J.A. (2011b). Evaluating the contribution of interpretative phenomenological analysis: A reply to the commentaries and further development of criteria. Health Psychology Review, 5, 55-61.
  • Ünsal, Y.. & Atanur-Baskan, G. (2021). The problems of teachers who have immigrant students in their classes and solutions. Journal of Computer and Education Research, 9 (17), 199-224. https://doi.org/10.18009/jcer.838228
  • van der Westhuizen, C.N. & Maree, J.G. (2010). Student teachers’ perceptions of violence in primary schools. Acta Criminologica, 23(2),1-18.
  • Waheed A., & Youssef, I. (2007). Occupational violence against secondary schools' teachers in ismailia city. Egyptian Journal of Occupational Medicine, 31 (2), 185-208.
  • Wilson, C. M., Douglas, K. S., & Lyon, D. R. (2011). Violence against teachers: Prevalence and consequences. Journal of Interpersonal Violence, 26, 2353–2371. https://doi.org/10 .1177/0886260510383027
  • Zulu, B.M., Urbani, G., van der Merwe, A., & van der Walt, J.L. (2004). Violence as an impediment to a culture of teaching and learning in some South African schools. South African Journal of Education, 24(2), 170–175
  • Zurawiecki, D. M. (2013). The impact of student threats and assaults on teacher attrition (Unpublished doctoral dissertation). Rutgers, The State University of New Jersey, New Brunswick.

The Negative Consequence of Teacher Directed Violence to Student Learning

Year 2022, Volume: 6 Issue: 12, 264 - 271, 11.11.2022
https://doi.org/10.31458/iejes.1194082

Abstract

The study explores the experiences of secondary school teacher-directed violence. Violence directed at teachers can have a negative attitude towards their job, as well as not performing to expectations. Thus, it is important to increase knowledge regarding violence as educators experience it, so as to be able to work preventively and minimise the violence. The study is guided by the ınterpretative phenomenological analysis which seeks to understand the experiences of teacher-directed violence. Interviews were conducted with 10 teachers from various secondary schools at a neutral venue outside the respondents’ schools and homes. Analysis revealed five main themes, namely absenteeism due to fear, fear for their safety, teacher turnover as result of violence, harassment, and intimidation. The findings revealed that more serious acts of violence on teachers affected their performance at school. If not addressed, this problem of violence has the capacity to render the education system dysfunctional. In conclusion, authorities must act against this threat on teachers in order to normalise the situation at schools throughout the country.

References

  • Bass, B. I., Cigularov, K. P.,Chen, P. Y.,Henry, K. L.,Tomazic, R. G., & Li, Y. (2016). The effects of student violence against school employees on employee burnout and work engagement: The roles of perceived school unsafety and transformational leadership. International Journal of Stress Management, 23(3), 318–336. https://doi.org/10.1037/str0000011
  • Botha, R.J., & Zwane, R.P. (2021). Strategies to prevent leaner-on-educator violence in South African schools. International Journal of Learning, Teaching and Educational Research, 20(9), 1-17. https://doi.org/10.26803/ijlter.20.9.1
  • Burns, E.A., Fogelgarn, R., & Billett, P. (2020). Teacher-targeted bullying and harassment in Australian schools: a challenge to teacher wellbeing, British Journal of Sociology of Education, 41 (4), 523-538. https://doi.org/10.1080/01425692.2020.1755227
  • Chauke, P. (2014). Teacher absenteeism behind failing pupils. Available online: http://citizen.co.za (accessed on 11 January 2020).
  • Curran, C. F., Viano, S. L., & Fisher, B. W. (2019). Teacher victimization, turnover, and contextual factors promoting resilience. Journal of School Violence, 18(1), 21–38. https://doi.org/10.1080/15388220.2017.1368394
  • Eatough, V. & Smith, J.A. (2006). I was like a wild wild person: understanding feelings of anger using interpretative phenomenological analysis. British Journal of Psychology, 97, 483–498.
  • Espelage, D., Anderman, E.M., Brown, V.E., Jones, A., Lane, K.L., McMahon, S.D., Reddy, L.A. & Reynolds, C.R. (2013). Understanding and preventing violence directed against teachers recommendations for a national research, practice, and policy agenda. American Psychologist,75-87.
  • Gluschkoff, K., Elovainio, M., Hintsa,T., Pentti, J., Salo, P., Kivimäki, M., & Jussi, V, J. (2020). Organisational justice protects against the negative effect of workplace violence on teachers’ sleep: a longitudinal cohort study. Occup Environ Med, 74, 511–516. https://doi.org/10.1136/oemed-2016-104027
  • Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental healt, school climate, inclusive education and student learning: A review. Canadian Psychology/Psychologie Canadienne, 58(3), 203e210.
  • Huang, F. L., Eddy, C. L., & Camp, E. (2017). The role of the perceptions of school climate and teacher victimization by students. Journal of Interpersonal Violence, 1-26. https://doi.org/10.1177/0886260517721898
  • Khoury-Khassabri, M,, Astor, R.A., & Benbenishty R. (2009). Middle eastern adolescents’ perpetration of school violence against peers and teachers: a cross-cultural and ecological analysis. Journal of Interpersonal Violence, 24,159-182.
  • Kõiv, K. (2015). Changes over a ten-year ınterval in the prevalence of teacher-targeted bullying. Procedia-Social and Behavioral Sciences, 171, 126–133. https://doi.org/10.1016/j.sbspro.2015.01.098 .
  • Kopecký, K., & Szotkowski, R. (2017). Specifics of cyberbullying of teachers in Czech schools – A national research. Informatics in Education, 16 (1), 103–119. https://doi.org/10.15388/infedu.2017.06
  • Lobiondo-Wood G., & Haber J. (2010). Nursing research: methods and critical appraisal for evidence- based practice. St Louis, MO: Mosby.
  • Lokmić, M., Opić, S., & Bilić, V. (2013). Violence against teachers – rule or exception? International Journal of Cognitive Research in Science, Engineering and Education, 1(2), 1-10.
  • Maeng; J.L., Malone; M., Cornell, D. (2020). Student threats of violence against teachers: Prevalence and outcomes using a threat assessment approach. Teaching and Teacher Education,87,1-11.
  • Mahome, M.M. (2019). The prevalence of learner-on-teacher school-based violence: a qualitative study. Acta Criminologica: African Journal of Criminology & Victimology, 32(2), 91-104.
  • McMahon, S.D., Martinez, A. & Espelage, D.R.., Redy, L.A., Lane, K., Anderman, E.M., Reynolds, C.R., & Jones, A.B.V. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51(7), 753-766. https://doi.org/10.1002/pits.21777
  • Moon, B., Morash, M., Jang, J., & Jeong, S. (2015). Violence against teachers in South Korea: Negative consequences and factors leading to emotional distress. Violence and Victims, 30(2), 279–292. https://doi.org/10.1891/0886-6708 .
  • Moon, B., Saw, G,. & McCluskey, J. (2020). Teacher victimization and turnover: focusing on different types and multiple victimization, Journal of School Violence, 19(3), 406-420. https://doi.org/10.1080/15388220.2020.1725529
  • Nielsen, M. B., & Einarsen, S. V. (2018). What we know, what we do not know, and what we should and could have known about workplace bullying: An overview of the literature and Agenda for future research. Aggression and Violent Behavior, 42, 71–83. https://doi.org/10.1016/j.avb.2018.06.007
  • Noble, H. & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence-Based Nursing, 18 (2), 34-35.
  • Peist, E., McMahon, S.D., Davis, J.O., & Keys, C.B. (2020). Teacher turnover in the context of teacher-directed violence: an empowerment lens. Journal of School Violence, 19(4), 553-565, https://doi.org/10.1080/15388220.2020.1779081 .
  • Prpić, M. (2021). Students’ violence against teachers in relation to school climate. Varstvoslovje, Journal of Criminal Justice and Security, 4, 405-425
  • Segalo, L., & Rambuda, A.M. (2018). South African public school teachers’ views on right to discipline learners. South African Journal of Education, 38 (2), 1-7.
  • Shields, N., & Nadasen, K., & Hanneke, C. (2015). Teacher responses to school violence in Cape Town, South Africa. Journal of Applied Social Science, 9(1), 47–64. https://doi.org/10.1177/1936724414528181
  • Singh, G. D., & Steyn, T. (2014). The impact of learner violence in rural South African schools. Journal of Sociology and Social Anthropology, 5(1), 81-93. https://doi.org/10.1080/09766634.2014.11885612
  • Smith, J. A., Larkin, M. H., & Flowers, P. (2009). Interpretative phenomenological analysis: Theory, method and research. London: SAGE
  • Smith, J.A. (2011a) Evaluating the contribution of interpretative phenomenological analysis. Health Psychology Review, 5, 9-27.
  • Smith, J.A. (2011b). Evaluating the contribution of interpretative phenomenological analysis: A reply to the commentaries and further development of criteria. Health Psychology Review, 5, 55-61.
  • Ünsal, Y.. & Atanur-Baskan, G. (2021). The problems of teachers who have immigrant students in their classes and solutions. Journal of Computer and Education Research, 9 (17), 199-224. https://doi.org/10.18009/jcer.838228
  • van der Westhuizen, C.N. & Maree, J.G. (2010). Student teachers’ perceptions of violence in primary schools. Acta Criminologica, 23(2),1-18.
  • Waheed A., & Youssef, I. (2007). Occupational violence against secondary schools' teachers in ismailia city. Egyptian Journal of Occupational Medicine, 31 (2), 185-208.
  • Wilson, C. M., Douglas, K. S., & Lyon, D. R. (2011). Violence against teachers: Prevalence and consequences. Journal of Interpersonal Violence, 26, 2353–2371. https://doi.org/10 .1177/0886260510383027
  • Zulu, B.M., Urbani, G., van der Merwe, A., & van der Walt, J.L. (2004). Violence as an impediment to a culture of teaching and learning in some South African schools. South African Journal of Education, 24(2), 170–175
  • Zurawiecki, D. M. (2013). The impact of student threats and assaults on teacher attrition (Unpublished doctoral dissertation). Rutgers, The State University of New Jersey, New Brunswick.
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Motsoeneng Molefi 0000-0002-2608-5140

Early Pub Date October 31, 2022
Publication Date November 11, 2022
Submission Date October 24, 2022
Published in Issue Year 2022 Volume: 6 Issue: 12

Cite

APA Molefi, M. (2022). The Negative Consequence of Teacher Directed Violence to Student Learning. International E-Journal of Educational Studies, 6(12), 264-271. https://doi.org/10.31458/iejes.1194082

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