Student-to-teacher violation and the threat to a teacher’s self

This paper is based on a study of fourteen Norwegian K-12 teachers who have been violated by students in schools. One key theme emerged during the process of analysis: the threat to the teachers’ self. This threat appears to be intensified due to lack of support. The findings in this small-scale Nor...

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Bibliographic Details
Published in:Teaching and teacher education 2016-10, Vol.59, p.309-317
Main Author: Skåland, Børge
Format: Article
Language:English
Subjects:
Interpretative phenomenological analysis (IPA)
Loss of self
School violence
Teacher identity
Violence against teachers
Work-place violence
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Summary:This paper is based on a study of fourteen Norwegian K-12 teachers who have been violated by students in schools. One key theme emerged during the process of analysis: the threat to the teachers’ self. This threat appears to be intensified due to lack of support. The findings in this small-scale Norwegian study indicate that student-to-teacher violation can have a serious impact on teachers’ perceptions of their individual and professional self. The findings disclose that the teachers’ self is affected leading to changed, weakened and disrupted experience of teachers’ self-understanding. This knowledge may influence how teachers can continue working when critical incidents occur. •14 physically and threatened teachers interviewed one-to-one.•Student-to-teacher violation affects teacher’s self.•The study identified a weakened, threatened and reduced self.•Support or lack of support modifies violated teachers ’self.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2016.06.012