SCHOOL VIOLENCE IN DIVERSITY PERSPECTIVE: EVIDENCE FROM TEACHING AND LEARNING INTERNATIONAL SURVEY 2018

Authors

  • Onwubuya Gift Chinemerem Teacher Education, Faculty of Education, Shanghai Normal University No. 100 Guilin Road, Shanghai, 200234, P. R. of China

DOI:

https://doi.org/10.46827/ejes.v9i2.4153

Keywords:

school violence, professional leadership development, multiculturalism, multicultural policies, and practices

Abstract

Violence is a widespread global problem in society and schools in particular; education stakeholders are charged with the urgency of diminishing violent behavior and delinquency in schools. This research was conducted using the cross-national principal data set from the 2018 Teaching and Learning International Survey (TALIS) administered by the Organization for Economic and Co-operation and Development (OECD). The study examined the relationship between school violence and professional development in leadership, it also explored how multicultural diversity policies and practices, school multicultural environments relate to violence in schools. Country fixed effect estimate was conducted to explore the relationship between school leadership, multicultural environment, multicultural policies and practices, and school violence in 47 countries. Results indicate that school leadership is adversely related to school violence, multicultural policies and practices were interestingly found to affect school violence positively. The results added nuance to previous studies that school leadership can play a cogent role in school violence, schools should invest in creating policies and practices that are core in self-affirmation and inclusive of all students.

 

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Author Biography

  • Onwubuya Gift Chinemerem, Teacher Education, Faculty of Education, Shanghai Normal University No. 100 Guilin Road, Shanghai, 200234, P. R. of China

    Onwubuya Gift Chinemerem is a doctorate student in the department of teacher education at Shanghai Normal University. Her research interests focus on multicultural education, teacher professional development with emphasis on diversity and leadership. She is interested in using research to improve and foster equity in education.

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Published

2022-02-02

Issue

Vol. 9 No. 2 (2022)

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