ABSTRACT
This chapter focuses on recent teacher aggression research. Teacher aggression is “any form of overt communication intended to psychologically injure a student who is motivated to avoid such treatment, including verbal or nonverbal attacks on the self-concept of a student” (Montuoro & Lewis, 2018, p. 239). Although corporal punishment is traditionally a separate line of research, I propose that corporal punishment that is imposed by teachers should also be considered teacher aggression. Thus, both studies on teacher aggression and teacher-imposed corporal punishment are included. Recent teacher aggression literature suggests that teachers with lower caregiver responsiveness tend to have an emotional reaction to student behaviors and react impulsively. These teachers create a cycle of aggression that results in additional behavior problems. Teachers suggested that aggressive classroom management strategies were necessary, while students believed such strategies to be cruel and a form of public humiliation, and offered alternative strategies. Students often do not report teacher aggression because they fear teacher reprisals and worry that their complaints will be ignored. This chapter includes recommendations for future research and suggestions for professional development aimed at reducing teacher aggression. The 18 studies included in this chapter, as well as previous research, are clear that teacher aggression does not belong in classrooms.
