Speakers
Description
Aggression and violence against educators and school staff jeopardize teacher well-being and have broad consequences for the school community, including students and families. This symposium explores the complex relationships between teacher victimization, social and emotional learning competencies, mental health, attribution processes, family dynamics, and support networks across diverse cultural contexts. Study 1 uses a 5-wave longitudinal cross-lagged autoregressive model to examine how social-emotional competencies (SEC) protect against teacher-directed violence and aggression in China. Findings suggest that higher SEC can reduce victimization, though the COVID-19 pandemic disrupted these associations. Study 2 uses latent profile analysis to explore how K-12 teachers in the U.S. attribute their victimization and its impact on mental health. The study finds that broad victimization attributions contribute to higher levels of depression, anxiety, and burnout, which are key factors in teacher retention. Study 3 employs a survey design to assess parent-driven teacher victimization in South Korea, highlighting significant links between parental harassment and teacher mental health outcomes, emphasizing the need for physical and psychological safety. Study 4 applies quantitative egocentric network analysis to examine teacher victimization and support networks in China, South Korea, and the U.S., revealing cross-national variations in the severity of teacher-targeted violence and the availability of support, highlighting the role of cultural factors. These studies collectively emphasize the need for culturally sensitive interventions to address both the physical and psychological impacts of teacher-targeted violence, with the goal of improving teacher well-being and reducing the teacher shortage.
Keywords
teacher-targeted violence and aggression, attribution, social network,
Additional field for symposia
Paper 1: Can Social-Emotional Learning Competencies Protect Teachers? Longitudinal Links Between Teacher Victimization and Social and Emotional Competencies in China
Presenters: Jin Hyung Lim (University of California, Berkeley), Yijing Zhang (University of Maryland, College Park) and Chunyan Yang (University of Maryland, College Park)
Co-authors: Qian Nie (Southwest University, China)
Abstract: Research shows that social-emotional learning (SEL) competencies can protect students from bullying victimization (Chen et al., 2023; Yang et al., 2020). However, less is known about how SEL relates to victimization among teachers. This study explored longitudinal associations between teachers' SEL competencies and teacher-directed victimization using a cross-lagged autoregressive model. Participants were 644 teachers in China (68.5% female, 31.5% male, Mage = 35.73), surveyed in Fall 2018 (T1) and followed up in Spring 2019 (T2), Fall 2019 (T3), Spring 2020 (T4), and Fall 2020 (T5). The model fit well (CFI = .919, TLI = .917, RMSEA = .056, SRMR = .076). Significant cross-lagged paths from SEL competencies to victimization were found from T1 to T2, T2 to T3, and T3 to T4 (p < .10), suggesting that higher SEL competencies predicted lower victimization. However, no significant path from SEL in T4 to victimization in T5 was observed, and none of the paths from victimization to SEL were significant (p > .10). These findings suggest that SEL competencies may serve as a protective factor against teacher-directed victimization. The lack of significance in later time points may reflect disruptions caused by the COVID-19 pandemic. The study underscores the importance of fostering SEL in teachers as a preventive measure against victimization. Practical implications for integrating SEL into teacher development programs to reduce victimization and promote teacher well-being will be discussed.
Paper 2: Whose Responsibility? Exploring K-12 Teacher Victimization Attribution Profiles and Their Association with Mental Health Outcomes
Authors: Quennie Dong (University of California, Berkeley), Krandhasi Kodaiarasu (University of Maryland, College Park), Chunyan Yang (University of Maryland, College Park)
Abstract:Teacher victimization by students is an escalating issue with serious consequences for teachers’ mental health and retention in the profession (Curran et al., 2019; Yang et al., 2022). However, there is limited understanding of how teachers attribute the causes of victimization and how these attributions impact their mental health outcomes. Grounded in attribution theory (Weiner, 1986; 2014), this study examines K-12 teachers’ victimization attribution profiles and their impact on mental health outcomes like depression, anxiety, stress, and burnout. Latent Profile Analysis identified three profiles among 507 K-12 teachers in the U.S.: Moderate Teacher and School Attribution and Low Student Attribution, High Teacher Attribution and Moderate Climate and Student Attribution, and Moderate Teacher and Climate Attribution and Low Student Attribution. Welch’s ANOVA and post-hoc tests revealed significant mental health differences among these profiles, with the all-moderate attribution group exhibiting the highest levels of distress. Interestingly, teachers in the high teacher attribution group, despite attributing victimization to their own limited experience, had better mental health outcomes than those in the all-moderate attribution group. This suggests that a focused attribution may be less detrimental than attributing victimization broadly across multiple factors, as it may help teachers focus on specific aspects to resolve. These findings highlight the need for comprehensive support for the factors that shape teachers’ attributions of victimization. Educational institutions could benefit from holistic programs that address school climate improvement, teacher preparedness, and strategies for managing student developmental challenges.
Paper 3: How Is Teacher Mental Health in South Korea? Exploring the Impact of Teacher Victimization by Parents
Presenter: Danbi Choe (Louisiana State University)
Abstract:
In South Korea, recent tragic events, including multiple teacher suicides attributed to sustained abuse and harassment by students' parents (Rashid, 2023; Mackenzie, 2023), have sparked widespread concern about teachers' mental health and well-being. This study aims to investigate the prevalence and impact of teacher victimization by parents on teachers’ mental health. Data collection is currently in progress, with responses from 392 homeroom teachers across grades 1 to 12 in public schools gathered during the fall of 2024. A 24-item measure was newly developed to assess teacher victimization by parents, with 22 items evaluating the frequency of victimization experiences and two items asking teachers to identify incidents that most affected their mental health and work performance. Teachers' mental health was assessed using the Depression, Anxiety, and Stress Scales. Data analysis includes exploratory and confirmatory factor analyses to validate the victimization measure, prevalence analysis, and regression analysis to examine the impact of teacher victimization by parents on teachers’ mental health. Preliminary findings are expected to validate the victimization measure and demonstrate significant associations between victimization experiences and adverse mental health outcomes for teachers. In the presentation, I will highlight the unique cultural factors considered in the study. I will discuss how input from Korean teachers was incorporated to ensure the measure captures these cultural nuances and examine how these factors explain parent harassment of teachers and its impact on severe stress among teachers. Implications for policy and systemic changes aimed at fostering safer work environments for teachers will also be proposed.
Paper 4: Who’s Behind the Aggression, and Who’s Behind the Support? Exploring Teacher Victimization and Support Networks Across China, South Korea, and the U.S.
Authors: Ella Rho (University of California, Berkeley), Chun Chen (Chinese University of Hong Kong, Shenzhen, China)
Co-authors: Danbi Choe, Dekyi Yang (University of Michigan) and Chunyan Yang (University of Maryland, College Park)
Abstract: Teacher victimization, encompassing aggressive behaviors experienced by teachers primarily from students, poses significant challenges worldwide, impacting teachers’ mental and physical health, organizational commitment, and professional longevity. While extensive research exists on the prevalence and impact of teacher victimization across various regions, few studies have applied a comparative lens or network approach to understand the social dynamics involved. The present study addresses this gap by using quantitative egocentric network analysis to examine the breadth and characteristics of victimization and support networks among teachers in China, South Korea, and the U.S. Our objectives are twofold: first, to map the centrality of aggressive and supportive figures within teachers’ networks, and second, to analyze network characteristics, such as density, racial homophily, severity, and frequency of victimization. Through cross-national comparisons, we seek to understand how victimization patterns and available support networks differ by region and context. This study draws on data from 455 teachers in China, 392 in South Korea, and 507 in the U.S., each reporting on network ties specific to victimization and support. We expect notable variations in network structure regarding teacher victimization and support availability across the three countries, with implications for understanding how socio-cultural factors shape the experiences of teacher victimization. This research highlights the importance of culturally tailored interventions that aim to reduce teacher victimization and foster support networks for teachers facing victimization. Insights gained can inform school policies and teacher training programs globally, ultimately contributing to safer and more supportive educational environments.
| Please also indicate what kind of contribution it is: | Scientific |
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| Please indicate what type of scientific contribution it is | Quantitative method study |
