Community and school violence as significant risk factors for school climate and bonding of teachers in Chile
A national hierarchical multilevel analysis
Bibliographic Data
| ID | 11043552 |
|---|---|
| Authors | Jorge J Varela (0000-0002-3651-9715, Psychology Department Universidad del Desarrollo Santiago Chile, corresponding author), Roberto Melipillán (0000-0003-3360-433X, Psychology Department Universidad del Desarrollo Santiago Chile), Constanza González (0000-0001-6748-9064, Psychology Department Universidad del Desarrollo Santiago Chile), Pablo Letelier (0000-0001-9803-9752, Psychology Department Colegio Padre Hurtado y Juanita de los Andes Santiago Chile), María Camila Massis (Psychology Department Colegio Padre Hurtado y Juanita de los Andes Santiago Chile), Nicole Wash (Psychology Department Colegio Santiago College Santiago Chile) |
| Year | 2021 |
| Volume | 49 |
| Issue | 1 |
| Pages | 152-165 |
| Publication date | 2021-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0090-4392 • E-ISSN: 1520-6629 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jcop.22470 |
| PMID | 33190282 |
| OpenAlex | W3105256450 |
| Language | EN |
| Citations received | 4 |
| References cited | 42 |
Community and school violence involve aggressive behaviors among youth and adults. Researchers have focused mostly on aggression among students without considering teachers as victims of violence. The study's purpose was to examine the consequences of community violence, school violence, and school climate on the levels of teacher's bonding to the school. We examined data of 5733 teachers from 510 schools in 68 different communities in Chile. We used Hierarchical Linear Modeling to examine the relationship between the individual, school, and community‐level variables. We found direct associations with school bonding at the individual level for victim school violence, school climate, size and type of school, and violence in the community at the community level. Our results highlight the importance of school violence prevention from a comprehensive perspective, starting at the community level, followed by the school to provide more teacher's support
Aggression · Developmental psychology · Mathematics education · Multilevel model · Perspective (graphical) · School climate · School violence · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Mathematics · Psychology · Social Psychology · Youth Development and Social Support
Work Engagement
Measuring Teacher Engagement
Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing?
Student Violence Against Teachers
Special Education Teacher Burnout
Attachment in the Classroom
The test of time
School Climate
Teacher Wellbeing
Supportive school climate and student willingness to seek help for bullying and threats of violence
Violence Against Teachers
School Climate
A Review of School Climate Research
Hierarchical linear models
Reducing Violence and Aggression in Schools
Youth Perceptions of Life at School
Practices for Improving Secondary School Climate
Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers
Teacher self-efficacy and teacher burnout
Neighborhood crime and perception of safety as predictors of victimization and offending among youth
Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents
School Climate and Implementation of a Preventive Intervention
School Violence and Theoretically Atypical Schools
School violence and teacher professional disengagement
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |