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School Goal Structures and Violence Against Educators Before and During COVID-19
Eric M Anderman1, Andrew H Perry1, Hyun Ji Lee1
1Department of Educational Studies, The Ohio State University, Columbus, OH, USA.
Journal of School Violence
|October 13, 2025
Summary
Teachers perceiving a mastery goal structure in schools reported less violence victimization. Conversely, those perceiving a performance goal structure experienced more violence, highlighting mastery
Area of Science:
- Educational Psychology
- School Safety
- Violence Prevention
Background:
- Teacher perceptions of school goal structures influence the learning environment.
- Understanding factors related to teacher victimization is crucial for school safety.
Purpose of the Study:
- To examine the relationship between teachers' perceptions of mastery and performance goal structures and teacher-directed violence.
- To investigate these relationships before and during the COVID-19 pandemic.
Main Methods:
- Survey data from 9,363 U.S. teachers.
- Negative binomial regression analyses were employed.
- Teacher and school characteristics were controlled for in the analyses.
Main Results:
- Perceptions of a performance goal structure were significantly associated with higher levels of teacher-directed violence.
- Perceptions of a mastery goal structure were significantly associated with lower levels of teacher-directed violence.
- These findings held true both before and during the COVID-19 pandemic.
Conclusions:
- School environments emphasizing mastery goals may contribute to enhanced teacher safety.
- Shifting from performance to mastery goal structures could reduce violence against teachers.
- Promoting mastery goal structures benefits both student motivation and teacher well-being.
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