一种社会生态学的方法来理解为什么教师在学校感到不安全
Verónica López1,2, Luis González2, Rami Benbenishty3,4
1School of Psychology, Pontificia Universidad Católica de Valparaíso, Viña del Mar 2530388, Chile.
Behavioral sciences (Basel, Switzerland)
|September 27, 2025
概括
在学校感到不安全的教师往往是女性,对这份工作是新手,并感觉到更高的学校暴力. 这些感觉与学校贫困和更大的班级规模有关,影响了教师留学.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 学校安全研究研究学校安全研究
背景情况:
- 教师安全对于有效的教育至关重要,但影响教师安全感的因素尚未完全理解.
- 现有的关于学校暴力的研究和政策往往忽略了导致教师感到不安全的多方面因素.
- 社会生态理论为研究影响教师安全感知的个人,同行,学生和学校层面因素提供了一个框架.
研究的目的:
- 调查与教师在低社会经济地位 (SES) 学校的不安全感相关的个人,工作和学校层面的因素.
- 分析教师特征,对学校暴力的看法,同伴和学生关系以及学校环境对教师安全的贡献.
- 为制定针对学校暴力和教师流动的有针对性的干预措施提供信息.
主要方法:
- 一项采用分层多变量回归和多层次分析的横截面研究.
- 数据来自智利2,116所低SES学校的9,625名教师,126,301名学生和56,196名家长.
- 检查了教师的人口统计,经验,工作环境,对学校暴力的看法,关系以及有关气候和暴力的学校级数据.
主要成果:
- 大多数教师表示不感到恐惧或认为他们的工作是危险的 (分别为72.9%和74.6%).
- 报告较高不安全感的教师更有可能是女性,经验较少,在普通教室工作,感知学校暴力较大,同学/学生关系较差.
- 较高的教师不安全性与贫困水平较高,入学率较高,学生和家长报告的学校暴力增加的学校有关.
结论:
- 在低SES环境中,教师的安全感知受到个人,关系和学校环境因素的复杂相互作用的影响.
- 调查结果强调需要采取干预措施,解决学校暴力问题,改善师生和同学关系,减轻学校贫困的影响.
- 了解这些因素对于减少教师流动和提高学校整体气候至关重要.
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