Teacher victimization, turnover, and contextual factors promoting resilience

References

• Achinstein, B., Ogawa, R. T., Sexton, D., & Freitas, C. (2010). Retaining teachers of Color: A pressing problem and a potential strategy for “hard-to-staff” schools. Review of Educational Research, 80(1), 71–107. doi:10.3102/0034654309355994
   Web of Science ®Google Scholar
• Allison, P. D. (2002). Missing data series: Quantitative applications in the social sciences. Thousand Oaks, CA: Sagе.
   Google Scholar
• Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. doi:10.1007/s10648-013-9244-0
   Web of Science ®Google Scholar
• Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. doi:10.1016/j.edurev.2011.09.001
   Web of Science ®Google Scholar
• Berg, J. K., & Cornell, D. (2016). Authoritative school climate, aggression toward teachers, and teacher distress in middle school. School Psychology Quarterly, 31(1), 122–139. doi:10.1037/spq0000132
   PubMed Web of Science ®Google Scholar
• Berthelsen, M., Skogstad, A., Lau, B., & Einarsen, S. (2011). Do they stay or do they go?: A longitudinal study of intentions to leave and exclusion from working life among targets of workplace bullying. International Journal of Manpower, 32(2), 178–193. doi:10.1108/01437721111130198
   Web of Science ®Google Scholar
• Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), 357.e9–357.e18. doi:10.1016/j.jadohealth.2006.10.013
   PubMedGoogle Scholar
• Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367–409. doi:10.3102/0034654308321455
   Web of Science ®Google Scholar
• Brenneman, R. (2015, August 4). Districts facing teacher shortages look for lifelines. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/08/05/districts-facing-teacher-shortages-look-for-lifelines.html
   Google Scholar
• Cantor, D., & Lynch, J. P. (2000). Self-report surveys as measures of crime and criminal victimization. Criminal Justice, 4, 85–138.
   Google Scholar
• Chamberlain, G. (1980). Analysis of covariance with qualitative data. Review of Economic Studies, 47, 225–238. doi:10.2307/2297110
   Web of Science ®Google Scholar
• Cook, P. J., Gottfredson, D. C., & Na, C. (2010). School crime control and prevention. Crime and Justice, 39, 313–440. doi:10.1086/652387
   Web of Science ®Google Scholar
• Curran, F. C. (2017). The law, policy, and portrayal of zero tolerance school discipline: Examining prevalence and characteristics across levels of governance and school districts. Educational Policy, 0895904817691840.
   Google Scholar
• Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. doi:10.1177/0022487100051003002
   Web of Science ®Google Scholar
• Deery, S., Walsh, J., & Guest, D. (2011). Workplace aggression: The effects of harassment on job burnout and turnover intentions. Work, Employment & Society, 25(4), 742–759. doi:10.1177/0950017011419707
   Web of Science ®Google Scholar
• Einarsen, S., & Raknes, B. I. (1997). Harassment in the workplace and the victimization of men. Violence and Victims, 12(3), 247–263.
   PubMedGoogle Scholar
• Espelage, D., Anderman, E. M., Brown, V. E., Jones, A., Lane, K. L., McMahon, S. D., … Reynolds, C. R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75–87. doi:10.1037/a0031307
   PubMed Web of Science ®Google Scholar
• Goldring, R., Taie, S., Riddles, M., & Owens, C. (2014). Teacher attrition and mobility: Results from the 2012–13 teacher follow-up survey first look. U.S. Department of Education, National Center for Education Statistics. Washington DC, USA. Retrieved from https://nces.ed.gov/pubs2014/2014077.pdf.
   Google Scholar
• González, T. (2015). Socializing schools: Addressing racial disparities in discipline through restorative justice. In D. Losen (Ed.), New York, NY: Teachers College Press, Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 151–165).
   Google Scholar
• Gregory, A., Cornell, D., & Fan, X. (2012). Teacher safety and authoritative school climate in high schools. American Journal of Education, 118(4), 401–425. doi:10.1086/666362
   Web of Science ®Google Scholar
• Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552–2585.
   Web of Science ®Google Scholar
• Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302–1316. doi:10.1016/j.tate.2006.06.006
   Web of Science ®Google Scholar
• Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. doi:10.3102/00346543076002173
   Web of Science ®Google Scholar
• Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality. National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w11154.
   Google Scholar
• Hershcovis, M. S., & Barling, J. (2009). Towards a multi-foci approach to workplace aggression: A meta-analytic review of outcomes from different perpetrators. Journal of Organizational Behavior, 31(1), 24–44. doi:10.1002/(ISSN)1099-1379
   Web of Science ®Google Scholar
• Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1–16.
   Web of Science ®Google Scholar
• Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7, 399–420. doi:10.1007/s11218-004-0975-0
   Google Scholar
• Hughes, G. D. (2012). Teacher retention: Teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy. The Journal of Educational Research, 105(4), 245–255. doi:10.1080/00220671.2011.584922
   Web of Science ®Google Scholar
• Hunter, A. J. (2001). A cross-cultural comparison of resilience in adolescents. Journal of Pediatric Nursing, 16, 172–179. doi:10.1053/jpdn.2001.24180
   PubMedGoogle Scholar
• Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. doi:10.3102/00028312038003499
   Web of Science ®Google Scholar
• Ingersoll, R., & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435–464. doi:10.3102/0162373712454326
   Web of Science ®Google Scholar
• Johnson, S. M., & Birkeland, S. E. (2003). The schools that teachers choose. Educational Leadership, 60(8), 20–24.
   Web of Science ®Google Scholar
• Johnson, S. M., Kraft, M. A., & Papay, J. P. (2011). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Project on the Next Generation of Teachers, Harvard Graduate School of Education. Cambridge, MA. Retrieved electronically from: https://scholar.harvard.edu/files/mkraft/files/johnson_kraft_papay_teacher_working_conditions_final.pdf.
   Google Scholar
• Keigher, A. (2010). Teacher attrition and mobility: Results from the 2008–09 teacher follow up survey (NCES No. 2010-353). Washington, DC: National Center for Education Statistics: U.S. Department of Education.
   Google Scholar
• Kirby, S. N., Berends, M., & Naftel, S. (1999). Supply and demand of minority teachers in Texas: Problems and prospects. Educational Evaluation and Policy Analysis, 21(1), 47–66. doi:10.3102/01623737021001047
   Web of Science ®Google Scholar
• Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235–261. doi:10.3102/0162373711398128
   Web of Science ®Google Scholar
• Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban Schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 42(1), 37–62. doi:10.3102/01623737024001037
   Web of Science ®Google Scholar
• Lindsay, C. A., & Hart, C. M. (2017). Exposure to same-race teachers and student disciplinary outcomes for Black students in North Carolina. Educational Evaluation and Policy Analysis, 39(3), 485–510 .
   Web of Science ®Google Scholar
• Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44–70. doi:10.1207/s15327930pje8003_4
   Google Scholar
• Luthar, S., Doernberger, C., & Zigler, E. (1993). Resilience is not a unidimensional construct: Insights from a prospective study of inner-city adolescents. Developmental Psychopathology, 4, 287–299. doi:10.1017/S0954579400000158
   Web of Science ®Google Scholar
• Mansfield, C., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28, 357–367. doi:10.1016/j.tate.2011.11.001
   Web of Science ®Google Scholar
• Martinez, A., McMahon, S. D., Espelage, D., Anderman, E. M., Reddy, L. A., & Sanchez, B. (2016). Teachers’ experiences with multiple victimization: Identifying demographic, cognitive, and contextual correlates. Journal of School Violence, 15(4), 387–405. doi:10.1080/15388220.2015.1056879
   Web of Science ®Google Scholar
• Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–238. doi:10.1037/0003-066X.56.3.227
   PubMed Web of Science ®Google Scholar
• McMahon, S. D., Martinez, A., Espelage, D., Rose, C., Reddy, L. A., Lane, K., … Brown, V. (2014). Violence directed against teachers: Results from a national study. Psychology in the Schools, 51(7), 753–766. doi:10.1002/pits.21777
   Web of Science ®Google Scholar
• Morrison, R. L. (2008). Negative relationships in the workplace: Associations with organisational commitment, cohesion, job satisfaction and intention to turnover. Journal of Management and Organization, 14(4), 330–344. doi:10.1017/S1833367200003126
   Web of Science ®Google Scholar
• Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. doi:10.3102/01623737026003237
   Web of Science ®Google Scholar
• Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. doi:10.1111/ecta.2005.73.issue-2
   Web of Science ®Google Scholar
• Roberts, S. D., Wilcox, P., May, D. C., & Clayton, R. R. (2007). My school or our school? The effects of individual versus shared school experiences on teacher perceptions of safety. Journal of School Violence, 6(4), 33–60. doi:10.1300/J202v06n04_03
   Google Scholar
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. doi:10.3102/0002831212463813
   Web of Science ®Google Scholar
• Stinebrickner, T. R. (1998). An empirical investigation of teacher attrition. Economics of Education Review, 17(2), 127–136. doi:10.1016/S0272-7757(97)00023-X
   Web of Science ®Google Scholar
• Stinebrickner, T. R. (2001). A dynamic model of teacher labor supply. Journal of Labor Economics, 19(1), 196–230. doi:10.1086/209984
   Web of Science ®Google Scholar
• Stinebrickner, T. R. (2002). An analysis of occupational change and departure from the labor force: Evidence of the reasons that teachers leave. The Journal of Human Resources, 37(1), 192–216. doi:10.2307/3069608
   Web of Science ®Google Scholar
• Strøm, I. F., Thoresen, S., Wentzel-Larsen, T., & Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. Child Abuse & Neglect, 37(4), 243–251. doi:10.1016/j.chiabu.2012.10.010
   PubMed Web of Science ®Google Scholar
• Strøm, I. F., Thoresen, S., Wentzel-Larsen, T., Hjemdal, O. K., Lien, L., & Dyb, G. (2013). Exposure to life adversity in high school and later work participation: A longitudinal population-based study. Journal of Adolescence, 36(6), 1143–1151. doi:10.1016/j.adolescence.2013.09.003
   PubMed Web of Science ®Google Scholar
• Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357–385. doi:10.3102/0034654313483907
   Web of Science ®Google Scholar
• Thornberry, T. P., & Krohn, M. D. (2003, January). Comparison of self-report and official data for measuring crime. In Measurement problems in criminal justice research: Workshop summary (Eds.) John V. Pepper and Carol V. Petrie, (pp. 43–94). Washington, DC: National Academies Press.
   Google Scholar
• Tusaie, K., & Dyer, J. (2004). Resilience: A historical review of the construct. Holistic Nurse Practitioner, 18, 3–8. doi:10.1097/00004650-200401000-00002
   PubMedGoogle Scholar
• Vincent, C. G., Sprague, J. R., Pavel, M., Tobin, T. J., & Gau, J. M. (2015). Effectiveness of schoolwide positive behavior interventions and supports in reducing racially inequitable disciplinary exclusion. In D. Losen (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 207–221). New York, NY: Teachers College Press.
   Google Scholar
• Wei, Y. (2012). A hierarchical approach to examine personal and school effect on teacher motivation ( Unpublished doctoral dissertation). The Ohio State University, Columbus, OH.
   Google Scholar
• Welch, K., & Payne, A. A. (2010). Racial threat and punitive school discipline. Social Problems, 57(1), 25–48. doi:10.1525/sp.2010.57.1.25
   Web of Science ®Google Scholar
• Wilson, C. M., Douglas, K. S., & Lyon, D. R. (2011). Violence against teachers: Prevalence and consequences. Journal of Interpersonal Violence, 26(12), 2353–2371. doi:10.1177/0886260510383027
   PubMed Web of Science ®Google Scholar
• Zhang, A., Musu-Gillette, L., & Oudekerk, B. A. (2016). Indicators of school crime and safety: 2015 (NCES No. 2016-079/NCJ No. 249758). Washington, D.C: National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
   Google Scholar
• Zurawiecki, D. M. (2013). The impact of student threats and assaults on teacher attrition. Rutgers University-Graduate School of Applied and Professional Psychology, New Jersey, NJ: Piscataway Township.
   Google Scholar