The negative impact of student-to-teacher victimization on teachers’ perceptions of the work environment and their well-being is supported by growing empirical literature. For instance, violence in the classroom can have a negative impact on teachers themselves and hinder teachers from playing crucial roles in students’ classroom experiences, resulting in adverse effects on student performance. However, the research field is limited in understanding the adverse effects on teachers’ perceptions more directly related to student learning, such as teacher neglect. To fill the gap in the literature, the current study analyzes data from a nationwide sample of 1,054 middle and high school teachers in South Korea where teachers are generally treated with high regard and social status, often exerting a strong influence and authority over students in both an educational and parental way. Specifically, we conduct propensity score matching to investigate potential influences that student-to-teacher victimization can have on the following three outcome variables: teacher neglect, commitment, and pride. Results of mean comparisons after accounting for other confounding factors show that when compared with nonvictims, victims of student-to-teacher victimization are more likely to neglect their students; these victims also tend to exhibit less pride as teachers. Yet, the results also showed no significant statistical difference in teacher commitment. The current findings highlight the importance of developing programs to prevent and intervene in students’ aggressive behaviors toward teachers. Particularly, administrators are recommended to consider providing training for teachers, specific to understanding student-to-teacher victimization in order to promote a more positive school environment and better student-to-teacher relationships in classrooms, including improving teachers’ job performance.

中文翻译：

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学生对教师的伤害及其对教学方法的负面影响：应用倾向评分匹配

越来越多的实证文献支持了学生对教师的受害行为对教师对工作环境及其福祉的看法的负面影响。例如，课堂暴力会对教师本身产生负面影响，阻碍教师在学生的课堂体验中发挥关键作用，从而对学生的表现产生不利影响。然而，研究领域仅限于了解与学生学习更直接相关的教师认知的不利影响，例如教师忽视。为了填补文献空白，本研究分析了韩国 1,054 名初中和高中教师的全国样本数据，这些教师普遍受到高度尊重和社会地位，往往对学生产生强大的影响力和权威。一种教育和家长的方式。具体来说，我们进行倾向得分匹配，以调查学生与教师的受害对以下三个结果变量的潜在影响：教师忽视、承诺和骄傲。考虑其他混杂因素后的平均比较结果表明，与非受害者相比，学生对教师受害的受害者更有可能忽视他们的学生；这些受害者也往往表现出不那么作为教师的自豪感。然而，结果也显示教师投入度没有显着的统计差异。目前的研究结果强调了制定计划来预防和干预学生对教师的攻击行为的重要性。特别是，建议管理人员考虑为教师提供培训，特别是了解学生与教师之间的受害情况，以促进更积极的学校环境和更好的课堂师生关系，包括提高教师的工作表现。