The battered apple: An application of stressor-emotion-control/support theory to teachers’ experience of violence and bullying

Abstract

This study looked at factors that moderate responses to violence, bullying, and other stressors among public school teachers in the US. Grounded in stressor-emotion-control/ support (SEC/S) theory, the study emphasized the relevance of specific forms of control and support to specific stressors in analyzing moderation effects. A total of 779 teachers completed an online survey of their perceptions of their work environments. Pervasive bullying and violent acts were associated with strains in zero-order correlations, but when regressed, pervasive bullying rather than violence was associated with strains. Relations between violent acts and strains were moderated by satisfaction with the administrations’ handling of violent acts.This has important implications for the development of public and educational policy. Finally, co-worker social support interacted with supervisory/principal bullying, but, contrary to expectations, showed a reverse buffering effect.