Teacher-Directed Violence and School Culture in Urban, Southeastern Schools: A Phenomenological Study
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Authors
Laster, Sonya
Issue Date
2025-07
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong , teacher-directed violence , school culture , school safety
Alternative Title
Abstract
Teacher-directed violence (TDV) remains an underreported and understudied issue in K–12 education, particularly in urban public schools where student trauma, behavioral challenges, and staffing instability intersect. This qualitative phenomenological study explored how school culture influenced the occurrence and handling of teacher-directed violence (TDV) through the lived experiences of eight teachers in Southeastern urban public schools. Guided by Moustakas’ transcendental phenomenology and Schein’s Organizational Culture Model, the study examined teachers’ perceptions of intervention strategies and policies within school cultures responding to TDV. Teachers reported repeated incidents of verbal abuse, physical aggression, and intimidation, often met with minimal administrative support or consequences for offenders. Inconsistent disciplinary responses, limited awareness of formal policies, and the absence of trauma-informed systems contributed to emotional exhaustion and attrition. While teachers expressed empathy for students with disabilities or mental health concerns, they also stressed the need for boundaries, protection, and clear consequences. Recommendations for practice include strengthening documentation processes, providing trauma-informed training for staff, integrating MTSS frameworks, creating flexible placement options for offenders, and establishing structured reentry protocols. Recommendations for future research include examining leadership responses to extreme incidents, analyzing offender characteristics, and exploring long-term impacts on teacher retention and school climate. Keywords: K–12 education, organizational culture, phenomenology, school culture, school safety, teacher-directed violence, teacher retention, trauma-informed practices, urban education.