Ardestani ZF, Saber M, Dehghan M, Iranpour A, Baniasadi H. Teacher violence from the perspectives of teachers and students and related factors: A survey in Southern Iran.
Front Psychol 2022;
13:942284. [PMID:
36478932 PMCID:
PMC9720053 DOI:
10.3389/fpsyg.2022.942284]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Accepted: 10/31/2022] [Indexed: 09/07/2023] Open
Abstract
INTRODUCTION
Teacher violence is defined as the intentional use of power by teachers against students in a variety of ways, including physical, verbal, psychological, and sexual assault. Victims of school violence are more anxious and insecure than other students. An in-depth and comprehensive study on the prevention of violence in schools is urgent and necessary. We conducted this study to determine teacher violence from the perspectives of schoolteachers and students and related factors.
METHODS
We conducted this descriptive-analytical study on 313 teachers and 400 students in Ardestan, southern Iran, in 2019. We selected teachers and students using a census method and stratified random sampling, respectively. The research instrument was the school violence questionnaire.
RESULTS
From the perspective of teachers, the mean score of teacher violence (5.7) was significantly lower than that of students (18.3). Male, young, single teachers with diploma and less work experience had significantly higher violence scores than other teachers (P < 0.001). We witnessed this trend in public boys' schools as well (p < 0.001). The total mean score for teacher violence was not significantly different between male and female students. From the perspective of students, the mean score of teacher violence was significantly different (P < 0.001).
CONCLUSION
Our results suggest that education authorities and school principals should supervise public school teachers with less education, younger students, and boys' schools and provide practical training to improve the communication and emotional skills among these teachers.
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