Abstract
Purpose. The first purpose of this study was to determine the perceived preparedness levels of middle school teachers, assistant principals, and principals to respond to an act of battery, assault with a deadly weapon, robbery/extortion, sexual offense, and possession of a weapon on campus. The second purpose of this study was to determine if there was a significant difference between the perceived preparedness levels of middle school teachers, assistant principals, and principals to respond to these acts. Methodology. Survey feedback was used to collect the data. The researcher-developed questionnaire was administered during site visits to eight of the nine middle schools surveyed. One middle school principal administered the survey and returned the completed surveys via mail. The data were analyzed using independent t-tests. Findings. Middle school teachers perceived themselves to be the least prepared to respond to acts of violence on campus. There was a significant difference between the perceived preparedness levels of middle school teachers compared to assistant principals and principals. There was no significant difference between the perceived preparedness levels of middle school assistant principals and principals to respond to an act of violence on campus. Middle school teachers, assistant principals, and principals witnessed and intervened in acts of violence on campus at a higher rate than they reported. Conclusions. (1) Middle school teachers are not trained to respond to acts of violence that occur on campus, (2) middle school assistant principals and principals have experience in responding to these acts, and (3) the crime data publicized annually by the California Safe Schools Assessment are not reflective of the actual violent acts that occur on middle school campuses. Recommendations. The following are recommendations for practice: (1) district and site-level administrators provide training in violence intervention strategies, (2) this training must be based on real-life scenarios, and (3) site-level administrators must train teachers in procedures for reporting violence when it occurs on campus.