UM
Teacher safety and authoritative school climate in high schools
Gregory A.; Cornell D.; Fan X.
2012
Source PublicationAmerican Journal of Education
ISSN1956744
Volume118Issue:4Pages:401
AbstractMost 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 teacherreported 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. © 2012 by The University of Chicago. All rights reserved.
DOI10.1086/666362
URLView the original
Language英語English
The Source to ArticleScopus
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Cited Times [WOS]:60   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
Recommended Citation
GB/T 7714
Gregory A.,Cornell D.,Fan X.. Teacher safety and authoritative school climate in high schools[J]. American Journal of Education,2012,118(4):401.
APA Gregory A.,Cornell D.,&Fan X..(2012).Teacher safety and authoritative school climate in high schools.American Journal of Education,118(4),401.
MLA Gregory A.,et al."Teacher safety and authoritative school climate in high schools".American Journal of Education 118.4(2012):401.
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