Teachers Coping with Potential Workplace Violence: A Grounded Theory Study

The experience of teachers who cope with the potential of violence in their workplaces was the topic of this dissertation. The research question was the following: What is the process of coping with the increased potential of violence in the school/work setting for teachers? This question was posed to examine how teachers process and cope with the potential of violence so they can continue to report to work and be effective influencers. This objectivist grounded theory qualitative research attempted to gain further insight to identify the sources of potential violence in the schoolwork setting from the teachers' perspective. The population for this study consisted of teachers who were professional licensed educators who resided in the United States. The sample was selected from the population of teachers who felt they had a potential of working in an unsafe workplace and who met the criteria of age and minimum teaching experience. Open coding, axial coding, and selective coding analysis were used for data analysis to further identify categories and patterns data for theory development. Understanding the stress experienced by teachers as a result of the potential of violence in their workplace is integral in order to neutralize unsafe environments. Identifying effective resources and training to better equip teachers who are in workplaces where there is the potential of violence are essential in the process of creating a safer workplace so that teachers can function effectively in their role as educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]