One School, Multiple Perspectives on School Safety

Rami Benbenishty and Ron Avi Astor

in School Violence in Context

Published in print March 2005 | ISBN: 9780195157802
Published online January 2009 | e-ISBN: 9780199864393 | DOI:
 One School, Multiple Perspectives on School Safety

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This chapter argues for the importance of studying school violence from multiple perspectives. It suggests that divergent perspective may reflect negatively in the school's ability to address violence. It examines the similarities and differences between the perspectives of students, teachers, and principals, and associated them with violence in the school. Key findings and implications include the following: (1) the correlations between students and teachers on reports of same types of violent acts is moderate, and between students and principals is very low; (2) students tend to see the violence problem in their school as more severe than teachers and principals. Teachers' assessments of the violence problem are closer to the students' than the principals'; (3) principals' and teachers' view of the violence problem in their school is consistently related to how well their school is dealing with violence; (4) similarity of student-teachers perspectives on school violence is lower in schools with higher levels of victimization; and (5) similarity between principals and students is lower in Arab schools and in primary schools.

Keywords: violence; violent acts; teachers' assessments; students' assessments; principals' assessments; Arab schools

Chapter.  5588 words. 

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