Abstract
The study deals qualitatively with one of the most concerning issues in contemporary education—the violence of students against teachers, a growing phenomenon that has not yet been thoroughly studied. It considers the phenomenon in question with relation to the diminishing status of the teacher’s authority, as part of the transformation in adult authority. The theoretical framework presents information on students’ violence against teachers at schools, while criticizing the incompetent coping with the phenomenon. In the methodological section, we present the interviews section and the list of questions we asked interviewees, such as: what types of violence are common in the school? What are the characteristics of the violent student? The findings describe the school where the research was conducted, and analyze the teachers’ responses, while at the discussion summarizing the prominent points addressed by the interviews, to establish an applied model for dealing with the phenomenon at schools.
Highlights
Authority constitutes one of the cores of the teacher’s professional identity
The theoretical framework presents information on students’ violence against teachers at schools, while criticizing the incompetent coping with the phenomenon
We present the interviews section and the list of questions we asked interviewees, such as: what types of violence are common in the school? What are the characteristics of the violent student? The findings describe the school where the research was conducted, and analyze the teachers’ responses, while at the discussion summarizing the prominent points addressed by the interviews, to establish an applied model for dealing with the phenomenon at schools
Summary
Authority constitutes one of the cores of the teacher’s professional identity. It is essential to guarantee effective classroom management and instruction (Wenren, 2014), and plays a key role as a base of control in maintaining a discipline in the class. (Graça, Calheiros, & Barata, 2013; Omer, 2008), as it undergoes a transformation to contemporary authority (Omer, 2008; Yaffe, 2017; Yaffe & Seroussi, 2018). Some argue that this shifting into more democratic, child-oriented authority, takes its toll, as we have been witnessing a disturbing increase in school violence around the world over recent decades. The scope and severity of the phenomenon were first exposed to the American public in 1978, when the “Safe School Study” report revealed that 282,000 students and 5200 teachers were physically assaulted each month (Yablon, 2011)
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