Teacher victimization by students in China: A multilevel analysis

The goal of this study is to examine individual‐level and school‐level predictors of teacher victimization (TV) by students in China based upon the multilevel social‐ecological framework. A sample of 1711 teachers (7–12th grade) from 58 schools from eight provinces in mainland China completed measur...

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Bibliographic Details
Published in:Aggressive behavior 2019-03, Vol.45 (2), p.169-180
Main Authors: Yang, Chunyan, Jenkins, Lyndsay, Fredrick, Stephanie S., Chen, Chun, Xie, Jia‐Shu, Nickerson, Amanda B.
Format: Article
Language:English
Subjects:
Adolescent
Aggression - psychology
Bullying
Bullying - psychology
Bullying - statistics & numerical data
China
Chinese schools
Crime Victims - psychology
Crime Victims - statistics & numerical data
Demography
disciplinary practice
Discipline
Female
Humans
Male
multilevel
Multilevel Analysis
Peer Group
Prevalence
Property
Provinces
School discipline
School Teachers - psychology
Sexual harassment
Student behavior
Students - psychology
Students - statistics & numerical data
teacher victimization
Teachers
Victimization
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Summary:The goal of this study is to examine individual‐level and school‐level predictors of teacher victimization (TV) by students in China based upon the multilevel social‐ecological framework. A sample of 1711 teachers (7–12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school‐wide bullying and disciplinary practices, and demographics. In the present sample, 25.1% of teachers reported that they experienced at least one of the six forms of victimization from students in the past school year. Prevalence of teacher victimization ranged from 4.0% (physical victimization) to 16.8% (social victimization). Male teachers were more likely to experience all forms of TV and homeroom teachers were more likely than non‐homeroom teachers to experience social TV. Schools with fewer students, but higher number of teachers, also had higher levels of TV. Student bullying and punitive disciplinary practices at the teacher level were associated with higher levels of most forms of TV. Implications of these findings are discussed.
ISSN:0096-140X
1098-2337
DOI:10.1002/ab.21806