Citation

Yang C, Fredrick SS, Nickerson AB, Jenkins LN, Xie JS. Sch. Psychol. 2019; 34(2): 244-252.

Affiliation

Department of Psychology, .

Copyright

(Copyright © 2019, American Psychological Association)

DOI

10.1037/spq0000307

PMID

30883156

Abstract

The Multidimensional Teacher Victimization Scale (MTVS) was developed to provide schools with a comprehensive and psychometrically sound self-report scale to assess teachers' perceptions of teacher-targeted aggressive and violent behaviors perpetrated by students. Using a cross-sectional survey-based research design, data were collected on a sample of 1,711 teachers (seventh to twelfth grade) from 58 schools in China. Confirmatory factor analysis showed that a second-order model with one general Teacher Victimization (TV) factor and six lower-order factors (i.e., Physical TV, Social TV, Verbal TV, Cyber TV, Sexual Harassment, and Personal Property Offenses) best represented the data. Measurement invariance tests showed that the scale's factor structure was consistent across middle and high schools and across gender. Latent mean comparisons suggested that similar levels of teacher victimization were reported across male and female teachers and across middle school and high school teachers. As evidence of the scale's concurrent validity, the total teacher victimization score correlated significantly with teachers' self-reported total burnout score and 3 subscale scores, including emotional exhaustion, accomplishment, and depersonalization. Adequate internal consistency reliability and test-retest reliability were achieved in both the total scale and subscales. Implications for using MTVS as a school-wide violence assessment tool in Chinese schools and other cultural groups are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Language: en