The Relationship Between Teacher Professional Development and Frequency of School Violence in Rural Schools

• In Event: 56.071 - Inclusive Learning Environments in Rural Schools

Abstract

Research on school violence indicates proactive classroom management and behavior interventions may help reduce school violence. Rural schools may have unique challenges providing professional development and teacher training in this area. The current study investigates the relationship between the types of behaviors experienced and teacher professional development in rural schools (n=673) included in the School Survey on Crime and Safety. Latent class analysis on the frequencies of common school behaviors produced five distinct classes of schools. Then, multinomial logistic regression was conducted using the types of professional development offered to predict membership in a class. Only training for student drug and alcohol abuse and teacher training in crisis prevention predicted membership in a latent class.

Authors

• Tracey Nicole Sulak, Baylor University

• Robin Wilson, Baylor University

• Rachel L Renbarger, Baylor University

• Nicole O'Guinn, Baylor University