Teacher Victimisation: How Violence is Experienced in the School Setting

Abstract

A phenomenographical study was used to examine how teachers experience violence directed at them in school. The findings identify four ways in which they experience violence, as specified through three interacting dimensional variations: the source, the form and the addressee of impact (the teacher as a professional role, as a person or both). This extends educational research on teacher victimisation by conceptualising the phenomenon through power relations and harm to the professional and/or personal identity of teachers.