School Violence and Teacher Resiliency at a Midwest Elementary/Middle School

School Violence and Teacher Resiliency at a Midwest Elementary/Middle School by Jounice B. Wright MA, Wayne State University, 1981 BS, Wayne State University, 1971 Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University September 2015 Abstract The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Using NVivo, Version 10, I was able to more easily manage the volumes of text data. Reoccurring themes and meanings were triangulated with a resiliency questionnaire, school climate surveys, and field notes. The overarching themes that emerged were that teacher resiliency at the target school was lowered when its teachers were exposed to a school climate which allowed for excessive violence, especially fights. A second overarching theme was that there were inconsistencies in the support offered by the school administration, which negatively impacted teacher resiliency. A third overarching theme was that there was a significant lack of parental and community support, which also negatively affected teacher resiliency at the target school. Overarching themes that emerged can now be used to support the need for more effective teacher training about school violence. The outcomes may also help generate improved school violence policies at the local, state, and national levels.The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Using NVivo, Version 10, I was able to more easily manage the volumes of text data. Reoccurring themes and meanings were triangulated with a resiliency questionnaire, school climate surveys, and field notes. The overarching themes that emerged were that teacher resiliency at the target school was lowered when its teachers were exposed to a school climate which allowed for excessive violence, especially fights. A second overarching theme was that there were inconsistencies in the support offered by the school administration, which negatively impacted teacher resiliency. A third overarching theme was that there was a significant lack of parental and community support, which also negatively affected teacher resiliency at the target school. Overarching themes that emerged can now be used to support the need for more effective teacher training about school violence. The outcomes may also help generate improved school violence policies at the local, state, and national levels. School Violence and Teacher Resiliency at a Midwest Elementary/Middle School by Jounice B. Wright MA, Wayne State University, 1981 BS, Wayne State University, 1971 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University September, 2015 Dedication I would like to dedicate this research to the memory of my parents, Rufus and Elease Blackmon. I am eternally grateful to them, because they saw in me qualities that I would never have known were there, and then they planted seeds from the time I was born until they left this earth, to ensure that those qualities would become fruitful. Acknowledgements I would like to thank Dr. William Revely, El, my Pastor, for encouraging me to begin this journey, and for continuing to remind me that God is the source of my strength. In no specific order of importance, I would also like to thank Dr. Patrick Tschida, Dr. Diane Cortner, the principal and staff at the target school under study, my beautiful daughter, Angela V. Wright, my wonderful sister, Marcelle Blackmon, Richard K. Vincent, and all of my family and friends. It is because of your love, confidence in me, encouragement, and patience that I have completed this journey. Table of