skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 221405 Find in a Library
Title: My School or Our School?: The Effects of Individual Versus Shared School Experiences on Teacher Perceptions of Safety
Journal: Journal of School Violence  Volume:6  Issue:4  Dated:2007  Pages:33-55
Author(s): Staci D. Roberts; Pamela Wilcox; David C. May; Richard R. Clayton
Date Published: 2007
Page Count: 23
Sponsoring Agency: National Institute on Drug Abuse
Bethesda, MD 20892-9561
Grant Number: DA-11317
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: The study examined teacher perceptions of school safety by investigating both individual-level and school-level factors that contribute to those perceptions of safety.
Abstract: Results found that teacher perceptions of school safety were largely a function of individual experiences at school, and varied substantially across schools, and that school-level characteristics accounted for part of the contextual variation; individual perceived disorder and individual perceived school efficacy were stronger predictors. Findings suggest that improving the social and physical environmental conditions of schools through such measures should reduce teacher fear or risk by enhancing individual perceptions of the environment. The perceptions of the social, physical, and organization climate in which the teachers work were important for understanding how teachers assessed safety in their school; especially important factors that influenced teachers’ perceptions of safety in the school included: how much support they felt from the administration; the quality of their relationships with students, parents, colleagues, and administrators; their ability to give input into how the school was operated on a daily basis; and the incivilities they encountered within the school. Though individual variation was important, the multilevel models reveled that safety perceptions also varied substantially across schools. In particular, school disorder had a strong contextual effect; school-level disorder resulted in a negative perception of school safety. The perception of incivility among the collective teachers is important in understanding cross-school differences in teacher perceptions of safety; teachers might share information and feelings about disorder, allowing a contextual effect to exist above and beyond the effect of individual perceptions of incivility. Effective strategies for addressing teacher perceptions of safety might include improving school efficacy, through team-building and teacher support programs, and optimizing the school physical environment, possibly by implementing Crime Prevention Through Environmental Design (CPTED) techniques. The sample consisted of teachers in Kentucky high schools. Data were collected as part of the Rural Substance Abuse and Violence Project (RSVP). Tables, references
Main Term(s): Crime in schools; National School Safety Center; School security
Index Term(s): Crimes against teachers; Individual behavior; Police school relations; School discipline
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.