The study investigating the existence of distinctive patterns of teacher victimization finds that a substantial proportion of teachers are continuously victimized and that teachers experiencing persistent victimization are at elevated risk of disconnectedness to school, job dissatisfaction, and emotional distress.
The findings of this longitudinal study investigating patterns of teacher victimization trajectories demonstrate that a substantial proportion of teachers are continuously victimized and that teachers who experience persistent victimization (mid/high stable victimized groups) are at elevated risk of disconnectedness to school, job dissatisfaction, and emotional distress. Though extant research has contributed substantially to our understanding of teacher victimization, no attempt has been made to investigate whether there are distinctive patterns of victimization trajectories among teachers and trajectory subgroups are different on their job satisfaction, connectedness to school, and emotional distress. To address this limitation, the present research, using a longitudinal panel sample of middle and high school teachers in a metropolitan area in Texas, investigates the existence of distinctive patterns of teacher victimization trajectories and the relationship between those trajectories and their adverse effects. (Published Abstract Provided)
Downloads
Similar Publications
- Improving and Evaluating Computed Tomography and Magnetic Resonance Imaging in the Investigation of Fatalities Involving Suspected Head Trauma
- Technology-Facilitated Abuse in Intimate Partner Violence (IPV): An Exploration of Costs and Consequences, Final Report
- Sexual Posttraumatic Stress among Investigators of Child Sexual Abuse Material