Author Identifier
Madeleine Erskine: https://orcid.org/0000-0003-2775-0920
Date of Award
2025
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Catherine Ferguson
Second Supervisor
Kay Ayre
Abstract
Teacher directed violence (TDV) has been defined as harmful physical or verbal aggression directed at teachers by students, parents, or colleagues. Whilst there is wide-ranging literature in student-to-student violence, TDV is an under-researched topic and yet is commonly reported in the Australian media. The limited research in this field suggests that TDV impacts teachers’ mental and physical health, the quality of teaching and learning, and financial and reputational cost for the school. To contribute to the limited research in this area, which has focused on quantitative data, this qualitative study explored TDV through the perspectives of Australian teachers to understand how their experiences influence their employment decisions. Underpinned by attribution theory, this study used an interpretative phenomenological approach (IPA) to interview 14 classroom teachers from both the primary and secondary school sectors in Western Australia. Semi-structured interviews were the source of data collection employed to investigate the types of TDV experienced, the perceived causes of TDV, and how these attributions affected teachers’ decisions to remain in the educational context or leave the profession completely. The data were analysed using IPA and the findings were categorised into seven group experiential themes. These themes were: blame; perpetrators; perpetrator behaviour; participant behaviour during the incident; participant behaviour after the incident; school leadership responses to TDV; and employment decisions after TDV. The significance of this research is to increase understanding of the implications of TDV and offer suggestions to staff and schools to support the welfare of teachers and reduce turnover and attrition. Three recommendations are offered; these concern what teachers need after a TDV incident; what the leadership team at school can do to support a teacher who has experienced TDV; and how this research can guide policy. Conclusions drawn from this research may inform policies and procedures within education and provide ideas regarding training for educators within the school environment.
Access Note
Access to this thesis is embargoed until 31st October 2030
DOI
10.25958/7ngt-yk73
Recommended Citation
Erskine, M. (2025). An exploration of turnover and retention of teachers in Western Australia who have experienced teacher directed violence (TDV). Edith Cowan University. https://doi.org/10.25958/7ngt-yk73