Teacher Victimization and Teacher Burnout in Schools: Risk Factors and Concerns
DOI:
https://doi.org/10.54097/e19ayw43Keywords:
Teacher; Victimization; Mental; School.Abstract
This conceptual paper explores the pressing issue of teacher victimization and its correlation with teachers' mental health, highlighting significant implications for both educators and students. The prevalence of mental illness among teachers is examined, emphasizing its impact on well-being and educational outcomes. The concept of teacher victimization is introduced, detailing how it affects teachers ’psychological health and detrimentally influences student learning environments. Guided by the Social-Ecological Model, the paper categorizes risk factors contributing to teacher victimization into individual and contextual dimensions. Individual factors include gender, race, years of teaching experience, and specific teaching roles, which shape teachers' vulnerability to victimization. Contextual factors encompass school grade level, classroom and school climate, peer and collegial support, as well as broader community and cultural influences that are all supported by concrete evidence. The paper concludes by summarizing key findings and identifying limitations for future research, particularly regarding interventions to mitigate the effects of teacher victimization after it has occurred.
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