教师指导的暴力和焦虑和压力:预测转移和戒烟的意图
Susan D McMahon1, Taylor Swenski1, Kailyn Bare1
1Department of Psychology, DePaul University.
School psychology (Washington, D.C.)
|December 14, 2023
概括
教师的暴力,焦虑和压力经历与离开教师职业的意图有关. 解决学校暴力问题对于留住教育工作者和确保积极的学习环境至关重要.
科学领域:
- 教育心理学教育心理学
- 职业健康心理学 职业健康心理学
- 教育社会学教育的社会学
背景情况:
- 教师的福利和暴力经历是全国性的问题,COVID-19后增加的教师短缺加剧了这种情况.
- 幼儿园-12年级教师面临学生,家长,同事和管理人员的口头和身体暴力.
研究的目的:
- 检查教师报告的暴力行为与转学或退出教师职业的意图之间的关系.
- 调查焦虑和压力在这种关系中的调解作用.
- 识别与更高的离开职业意图相关的教师和学校特征.
主要方法:
- 全国研究涉及9370名学前幼儿园12年级教师.
- 使用了描述性分析和结构方程建模.
- 检查了COVID-19前的暴力,焦虑,压力以及在COVID-19期间转移/退出的意图.
主要成果:
- 25%的教师打算转学,43%打算退出教学工作.
- 口头暴力和威胁暴力预测了教师的焦虑,压力和转学/退学意图 (R2 .18.36).
- 焦虑和压力显著调解了暴力-意图关系;身体暴力也预测了意图 (R2 .15.34).
结论:
- 教师的暴力经历显著预测了焦虑,压力和离开职业的意图.
- 针对学校暴力和促进支持性环境的干预措施对于教师留守至关重要.
- 认定自己是有色人种,以及在中学教学,都与离开的意图增加有关.
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