A Circle of Violence: Are Burnout, Disengagement and Self-Efficacy in Non-University Teacher Victims of Workplace Violence New and Emergent Risks?

• Main Authors: Daniela Acquadro Maran, Tatiana Begotti
• Format: Article
• Language: English
• Published: MDPI AG 2020-07-01
• Series: Applied Sciences
• Subjects: workplace violence; teachers; burnout; self-efficacy
• Online Access: https://www.mdpi.com/2076-3417/10/13/4595

Workplace violence (WV) is defined as an intentional misuse of power, including threats of physical force against another person or group, which can cause physical, mental, spiritual, moral or social harm. The aim of this study was to describe the prevalence, characteristics and consequences of WV in a sample of Italian teachers. Our hypothesis was that WV impacted workplace satisfaction, self-efficacy and burnout. A self-administered questionnaire was answered by 331 teachers. A total of 192 (58%) subjects reported experiencing a physical or psychological form of WV. Overall, findings confirmed our hypothesis: teacher victims of WV showed high levels of burnout—both in terms of exhaustion (F = 3.96; p = 0.04) and disengagement (F = 5.85; p = 0.016), lower levels of workplace satisfaction (F = 13.24; p < 0.001) and regulatory emotional self-efficacy—especially for negative emotions (F = 5.45; p = 0.02) compared with teachers who have never experienced WV. This investigation suggests the importance of preventing WV and offering support to victims. Doing so will increase teachers’ ability to manage and cope with violent behavior. Prevention and intervention may also decrease serious consequences in relation to victims’ wellbeing, and improve the general stability of the classroom, as well as motivation and academic commitment.