Title: Teacher self-efficacy in handling violent events: its impact on teacher wellbeing

Authors: Megan H. Barr; Sonja Newman; Tammy G. Hunt; James B. Hunt

Addresses: Amazon Air, Inc., Baltimore, MD 21224, USA ' De Havilland Campus, University of Hertfordshire, Hatfield, AL10 9AB, UK ' University of North Carolina Wilmington, Wilmington, NC 28403, USA ' Cameron School of Business, University of North Carolina Wilmington, Wilmington, NC 28403, USA

Abstract: This study investigates violence in the classroom as a unique job demand of teachers and examines how its effect on teacher wellbeing can be improved through teacher self-efficacy. Personal teaching efficacy, teacher efficacy in the school organisation, and teacher outcome efficacy are explored. A sample of 599 teachers from the USA completed a cross-sectional questionnaire of their wellbeing, workplace engagement, self-efficacy in handling violent events, frequency of violence experienced, and job characteristics. Findings show violence in the classroom is a significant predictor of teacher burnout and leaving the profession. Results suggest teacher self-efficacy in handling violent events lessens the impact of classroom violence on teacher wellbeing. Results also indicate that school support reduces the impact of violence on teacher wellbeing. This has implications for public education policy and highlights the importance of school-wide violence prevention and teacher victimisation training programs as key parts of pre-service and in-service training curriculum.

Keywords: teacher wellbeing; self-efficacy; school violence; teacher burnout; teacher training; JD-R model; job demand resources model; teacher engagement; teacher turnover; violence toward teachers; public education policy.

DOI: 10.1504/IJMIE.2022.121172

International Journal of Management in Education, 2022 Vol.16 No.2, pp.103 - 130

Received: 26 Feb 2021
Accepted: 30 Apr 2021

Published online: 28 Feb 2022 *

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