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Teacher victimization by students in China: A multilevel analysis
Chunyan Yang1, Lyndsay Jenkins2, Stephanie S Fredrick3
1Department of Counseling, Clinical, and School Psychology, University of California-Santa Barbara, Santa Barbara, California.
Aggressive Behavior
|December 19, 2018
Summary
Teacher victimization (TV) by students is prevalent in China, affecting 25.1% of teachers. Factors like student bullying, punitive discipline, and school characteristics predict TV, necessitating targeted interventions.
Area of Science:
- Educational Psychology
- Sociology of Education
- Criminology
Background:
- Teacher victimization (TV) by students is a significant issue in educational settings.
- Understanding predictors is crucial for developing effective prevention strategies.
- The multilevel social-ecological framework provides a comprehensive lens for analysis.
Purpose of the Study:
- To examine individual and school-level predictors of teacher victimization in China.
- To identify specific forms of TV and their prevalence among teachers.
- To apply a multilevel social-ecological framework to understand TV dynamics.
Main Methods:
- A sample of 1711 teachers (grades 7-12) from 58 schools across eight Chinese provinces participated.
- Teachers completed measures on six forms of TV (physical, verbal, social, cyber, sexual harassment, property offenses).
- Data also included school-wide bullying, disciplinary practices, and teacher demographics.
Main Results:
- 25.1% of teachers reported experiencing at least one form of TV in the past school year.
- Prevalence varied by type, from 4.0% (physical) to 16.8% (social victimization).
- Male and homeroom teachers reported higher TV; smaller schools with more teachers showed higher TV. Student bullying and punitive discipline correlated with increased TV.
Conclusions:
- Teacher victimization is a widespread problem in Chinese schools, influenced by individual, school, and systemic factors.
- Findings highlight the need for interventions addressing student behavior, school climate, and disciplinary approaches.
- Further research should explore nuanced relationships within the social-ecological model to inform policy and practice.
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