Citation

Yang Y, Qin L, Ning L. Front. Psychol. 2021; 12: e628809.

Copyright

(Copyright © 2021, Frontiers Research Foundation)

DOI

10.3389/fpsyg.2021.628809

PMID

33935880

Abstract

School violence research has mainly focused on the impact on students. Very few studies, even fewer from a cross-cultural perspective, have examined the relationships between school violence and teacher professional engagement, and the role played by teacher self-efficacy and school climate related factors. The present study utilizes a SEM research methodology to analyze the 2013 TALIS data. The purpose is to understand and compare the relationships in four different cultural contexts; the U.S., England, South Korea, and Mexico.

RESULTS indicate, on average, that the significant and negative impacts of school violence on teacher professional engagement are partly mediated by teacher self-efficacy. The negativity of school violence is significantly alleviated by enhancing participation among school stakeholders and improving teacher-student relationships. The relationships among the factors apply across all four cultural systems, though, the effects of factors and variables vary to a degree. The paper also discusses other relevant issues and differences as well as their implications.

Language: en

Keywords

cross-national comparison; school climate; school violence; structural equation modeling (SEM); teacher professional engagement; teacher self-efficacy