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ERIC Number: EJ1096974
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1538-8220
Teachers' Experiences with Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates
Martinez, Andrew; McMahon, Susan D.; Espelage, Dorothy; Anderman, Eric M.; Reddy, Linda A.; Sanchez, Bernadette
Journal of School Violence, v15 n4 p387-405 2016
Extant scholarship has primarily examined demographic predictors of teacher victimization. Teacher multiple victimization, or the extent to which teachers experience multiple types of violence, has not been examined. Using social-ecological theory, we examine correlates of violence among 2,324 teachers who reported having been victimized at least once. Male teachers were more likely to report student-generated multiple victimization, and White teachers were more likely to experience multiple forms of violence generated by students and parents. Teacher attributions also played an important role. Characterological and behavioral self-blame were associated with higher colleague and student-generated multiple victimization, respectively. Regarding contextual variables, teachers who reported less administrative support were more likely to report multiple forms of violence by students and colleagues, and teachers working in urban settings reported more student-generated multiple victimization. This study underscores the importance of accounting for individual and contextual factors. Implications for research and practice are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A