Teacher victimization, turnover, and contextual factors promoting resilience
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Type of Work41 pages
journal article post-print
Citation of Original PublicationF. Chris Curran, Samantha L. Viano & Benjamin W. Fisher, Teacher victimization, turnover, and contextual factors promoting resilience, Journal of School Violence ,(2017), https://doi.org/10.1080/15388220.2017.1368394
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This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of School Violence on 21 Sep 2017, available online: http://www.tandfonline.com/10.1080/15388220.2017.1368394.
Teacher victimization is a relatively understudied phenomenon that may contribute to teacher turnover. The purpose of this study is to explore the relationship between teacher reports of victimization and teachers leaving their school and the profession. Using nationally representative data (n = 104,840) from the Schools and Staffing Survey, we examine the extent to which being threatened or attacked by students predicts higher rates of teacher turnover and whether this relationship differs due to factors that may promote teacher resilience. We utilize conditional multinomial logistic regression, implicitly controlling for school-by-year fixed effects. Findings suggest that perceived victimization predicts an increased probability of leaving the school and profession. School-level promoters of resilience are found to lessen this relationship. We discuss ways schools can mitigate the impact of victimization. This work contributes to a nascent body of literature on teacher victimization and informs a policy lever by which turnover may be reduced.