ABSTRACT

This study investigates the nexus between teacher exposure to student aggression, their level of emotional exhaustion, and the role of belongingness and perceived school safety as mediators. Random-Intercept Cross-Lag Panel Models were conducted among a sample of 2,072 secondary teachers (57.14% female) from grades 7 to 11 in 77 schools. Chronic levels of exposure to globally high levels of student aggression and specific high levels of direct victimization were associated with increased levels of emotional exhaustion. These associations were fully mediated by teacher perceptions of school belongingness and safety. Temporary fluctuations in witnessing student-to-student aggression led to increased emotional exhaustion via decreased perceptions of safety. Specific levels of witnessing student-to-teacher aggression were not linked with exhaustion over time beyond global levels of exposure to student aggression. The chronicity of exposure to different forms of student aggression is a risk factor for emotional exhaustion among teachers.

摘要

这项研究调查了教师暴露于学生的攻击行为，他们的情绪疲惫程度以及归属感和学校安全感作为中介者之间的关系。在77所学校的7至11年级的2072名中学教师（女性占57.14％）的样本中进行了随机拦截交叉滞后面板模型。长期处于全球高水平的学生攻击环境和特定的高水平的直接受害环境下的长期暴露水平与情绪疲惫的程度增加有关。这些联系完全由老师对学校归属感和安全性的理解来介导。目睹学生对学生的侵略行为的暂时性波动会导致人们对安全感的降低，从而导致情绪疲惫。目睹学生对老师的侵略的特定水平并不会随着时间的推移而导致疲惫，而超出了全球范围内学生对侵略的暴露程度。暴露于不同形式的学生攻击行为的长期性是教师情绪疲惫的危险因素。