Teacher Safety and Authoritative School Climate in High Schools

Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher report...

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Bibliographic Details
Published inAmerican journal of education Vol. 118; no. 4; pp. 401 - 425
Main Authors Gregory, Anne, Cornell, Dewey, Fan, Xitao
Format Journal Article
LanguageEnglish
Published University of Chicago Press 01.08.2012
Subjects
Discipline
Educational Environment
Grade 9
Help Seeking
High School Students
High Schools
Predictor Variables
Safety
School Culture
Secondary School Teachers
Student Attitudes
Teacher Attitudes
Teaching Conditions
Victims
Virginia
Well Being
Virginia
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Summary:Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats against staff. Regression analyses in a statewide sample of 280 high schools showed that structure (as measured by student- and teacher-reported clarity of school rules) and support (as measured by teacher-reported help seeking) were associated with less teacher victimization, after controlling for school and neighborhood demographics. Support, but not structure, was a consistent predictor of school records of threats against faculty. These findings offer implications for improving the workplace for teachers and staff. (Contains 2 tables.)
ISSN:0195-6744
DOI:10.1086/666362