Disturbing evidence documenting some teachers? aggressive classroom management (mis)behaviour is growing. Relative to the importance of this issue, the level of research activity into the area is small (Sava, 2002). Writing about teacher aggression is widespread in the non-English literature: in France, Romania, Russia, and Spain (Sava, 2002). Reports have also appeared in Australia (Lewis Riley, 2009), China and Israel (Lewis, Romi, Katz, Qui, 2008), Poland (Piekarska, 2000), Scotland (Munn, Johstone, Sharp, 2004), and Japan (Treml, 2001). In Europe, the term didactogeny has been coined for the experience of ?a faulty education that harms children? medically, psychologically, or educationally (Sava, 2002, p. 1008).
|Title of host publication||Interpersonal Relationships in Education: An Overview of Contemporary Research|
|Editors||Theo Wubbels, Perry den Brok, Jan van Tartwijk, Jack Levy|
|Place of Publication||Rotterdam The Netherlands|
|Pages||151 - 166|
|Number of pages||16|
|Publication status||Published - 2012|
Riley, P. J., Watt, H. M. G., Richardson, P. W., & De Alwis, N. H. (2012). Relations among beginning teachers self-reported aggression, unconscious motives, personality, role stress, self-efficacy and burnout. In T. Wubbels, P. den Brok, J. van Tartwijk, & J. Levy (Eds.), Interpersonal Relationships in Education: An Overview of Contemporary Research (1 ed., pp. 151 - 166). Sense Publishers. https://doi.org/10.1007/978-94-6091-939-8_10