Influence of Anger Control and Zero Violence Training on the Prevention of Teachers' Violent Teaching Practices in Timor-Leste's School Learning Environment: A Quantitative Study

Influence of Anger Control and Zero Violence Training on the Prevention of Teachers' Violent Teaching Practices in Timor-Leste's School Learning Environment: A Quantitative Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Influence of Anger Control and Zero Violence Training on the Prevention of Teachers' Violent Teaching Practices in Timor-Leste's School Learning Environment: A Quantitative Study Salvador Magno Ximenes, Agata Moreira Freitas, Crisogno Soares Freitas Pereira This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6793531/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This research evaluates how anger management and zero-violence training help primary school teachers in Timor-Leste to prevent violence in their teaching. The quantitative method was applied, together with ANOVA and regression analysis methods. The SPSS software used to analyse the data collected from 40 teacher in ten primary schools in Baucau Municipality. Zero-violence training resulted in significant reductions in violent classroom behaviour among teachers, but individual anger management training did not have measurable impacts on their conduct. The research indicates that non-violent teaching methods work better than emotional management approaches alone for changing instructor conduct patterns. This analysis confirms the necessity of developing culturally respectful programs, which combine personal and environment-targeted strategies. The research results advance educational policy discussions about post-conflict reforms through their endorsement of Zero Violence Program implementation in teacher training curricula. The developers propose three strategic recommendations that focus on growing educational training sessions alongside enhanced tracking systems and education methods that encourage student-led learning to create peaceful classrooms. Future research should analyse the long-term effects, combined with environmental influences that affect the maintenance of non-violent teaching methods in Timor-Leste. Educational Psychology Violence prevention zero violence training anger control teacher training and educational reform. Introduction Timor-Leste became independent in 2002, after centuries of colonial rule and many wars. Since then, the country's education system has had to deal with many major problems. The fact that violent teaching is still common is a sign of a major problem that harms both student welfare and academic standards. Historical elements of the country's past violence, along with traditional disciplinary traditions, normalise physical punishment with coercive teaching methods in educational institutions. UNICEF’s ( 2015 ) survey found that 70% of students had been physically abused by teachers in the past year, and 80% of teachers agreed that physical punishment could be appropriate in some situations. The problem needs to be resolved right away to make schools safe places to learn because teachers who aren't properly trained and who don't have enough resources have made things worse. When working on a solution, it's important to look closely at the reasons behind violent teaching and come up with answers that work with Timor-Leste's culture and school system. Non-governmental organization, UNICEF ( 2018 ) confirms that Timorese schools experience high frequencies of aggressive teaching practices, emotional mistreatment, and psychological guidance. Educational workers in multiple ways, including through physical violence, while also employing verbal and emotional mistreatment practices and failing to provide sufficient care. Children's human rights suffer from physical punishment while their learning abilities decline because they develop fear and classroom disinterest during this abuse. School violence causes people to develop persistent mental issues leading to depression and anxiety, together with reduced self-esteem, according to the report of the World Health Organisation (2021). These school methods obstruct the critical thinking development and problem-solving capacities of students and restrict their academic growth. There is an urgent need to find effective intervention strategies to get rid of violent approaches in classrooms and make schools nonviolent places with respect at their core. Educational organisations should establish anger control and zero-violence training programs for teachers as effective solutions for preventing student abuse. The programme intends to deliver alternative discipline techniques that respect students' rights and maintain their dignity through the adoption of positive classroom management approaches. These kinds of programmes focus on training teachers how to better handle their emotions, helping them learn how to control themselves and understanding what children need as they grow up. The interventions obey the rules set by Timor-Leste's National Education Strategic Plan because they focus on creating peaceful learning spaces that encourage everyone to feel welcome. Teaching the changes in a culturally sensitive manner increases the likelihood of teachers agreeing with them. This will lead to long-lasting improvements in how they teach. The study explores the impact of anger control and zero violence training on school teachers' capacity to avoid using violent teaching methods in Timor-Leste's educational facilities. The research questions revolved around the impact of implementing Anger Control and Zero Violence Training on teachers' adoption of non-violent instructional methods. What effects do programmes teaching anger control alongside zero violence training generate regarding educators' ability to regulate emotions while managing their classrooms in Timor-Leste? Anger Control and Zero Violence Training don't seem to have much of an effect on stopping teachers in Timor-Leste from using violence while teaching, according to the alternative hypothesis. H1: Anger management and Zero-Excessive Violence Training make a real difference in keeping teachers in Timor-Leste's schools from using violent methods of teaching. These research questions and hypotheses in this study support the overall mission of fostering an education system in Timor-Leste that develops empowered students who meet modern times' requirements. The establishment of non-violent educational settings remains vital to break the violence pattern and create the basis for Timor-Leste's peaceful and developed future. Literature Review Timor-Leste continues to struggle with education system issues because violent teaching approaches are commonly found throughout its educational institutions. The study investigates the effect of zero-violence training programs along with anger control education as tools for preventing violent teaching behaviours in Timor-Leste's educational settings. The review combines research findings from existing studies regarding the subject matter while focusing on essential areas, along with lacking knowledge and prospects for future exploration. The education system of Timor-Leste has undergone development through centuries of Portuguese colonisation and Indonesian occupation, followed by a struggle for independence (Shah and Quinn, 2016 ). Throughout history, these factors developed an educational atmosphere that views corporal punishment together with school violence as natural disciplinary tools (UNICEF, 2018 ). The Prevalence and Impact of Violent Teaching Practices Analysis of Timor-Leste's education system demonstrates the high occurrence of violent discipline methods causing students physical and academic maltreatment through traditional teaching practices. A 2015 survey showed that physical violence between students and teachers was common; 70% of children said they had been abused by their teachers in the past year (UNICEF, 2015 ). The results of quantitative research show that violent forms of discipline are still used all over society. This is mostly because many people believe that teachers should be in charge and students should follow their pattern. An investigation by Rees et al. ( 2015 ) found that teachers mostly used physical punishment and verbal abuse along with it as their main way of disciplining students. This made schools feel like places where students had to obey instead of actively learning. Teachers mostly use these methods of discipline because they haven't been properly trained in other, more positive ways to discipline students, especially in rural and remote areas. Several studies have created an alarming image of the educational conditions in Timor-Leste because they demonstrate both psychological punishment for students along with national academic obstacles. These actions drive against Timor-Leste's international promises to protect children because they violate the United Nation (UN) Convention on the Rights of the Child. The country needs to quickly change its policies and start training teachers (Global Initiative to End All Corporal Punishment of Children, 2023 ) to make this happen. The establishment of anger control and zero-violence training for educators represents a vital solution to create safe educational spaces which put student dignity along with full development at the forefront. The Negative Practices' Impact on Students The ongoing occurrence of violent educational techniques in Timor-Leste leads to serious detrimental effects on how students achieve academically, while damaging their psychological state and general growth. Multiple studies show that physical and verbal mistreatment in classrooms produces lowered academic achievement because students exposed to these methods develop fear and anxiety while losing their learning drive (Global Initiative to End All Corporal Punishment of Children, 2023 ). Students who experience fear in their learning environment turn off their learning capacity and develop impaired critical thinking abilities. Violence has bad effects on students, like making them do poorly in school, which limits their options for the future. Students who experience school violence drop out of education frequently because the insecure school environment makes them withdraw completely from their educational path (Global Initiative to End All Corporal Punishment of Children, 2023 ). Timor-Leste has problems because it is hard to get a good education, and kids drop out of school too soon, which makes social problems worse and stops the country from moving forward. Acts of violence during student disciplinary actions generate serious psychological impacts in addition to causing substantial social problems. The data shows that students who undergo corporal punishment and emotional abuse develop greater risks for enduring mental health problems such as anxiety and depression and reduced self-esteem (Durrant & Ensom, 2012 ). The harmful effects that result from physical punishment interrupt academic commitment while preventing students from improving their relationship skills, establishing trust with supervisors, and developing personal confidence. Anti-social behaviours that schoolchildren learn from experiencing violence in schools tend to remain with them, which leads to an ongoing pattern of violence extending from families to communities. The need for immediate changes requires schools to develop and implement peaceful teaching practices that will create protective learning environments (Bradshaw et al., 2021 ). To achieve school disciplinary reform in Timor-Leste, the government should implement three main components which include teacher training and policy changes along with public awareness initiatives. The country must implement child-centred educational methods and teach respect and empathy to students. This combination will help eliminate violent teaching methods as well as create an equitable educational environment for everybody. Anger Control Training for Teachers The current literature about anger control training for teachers in Timor-Leste remains uncommon, but parallel settings demonstrate promising results. Wangdi & Namgyel’s ( 2022 ) research results underline the importance of teachers’ strategic classroom management methods in creating better classroom environments that produced less disruptive behaviour. Studies indicate that anger management programmes effectively lower adolescent anger while simultaneously developing their problem-solving and communication abilities, consequently validating their potential effectiveness in the teacher population (Singh & Kaur, 2023 ). As Timor-Leste faces challenges, the government focuses on implementing programs that teach peace while fighting violence. UNESCO ( 2023 ) managed a training initiative that provided in-service teacher trainers with modern pedagogical abilities to promote enduring peace throughout the region. According to Wild et al. ( 2022 ), education and early intervention are the keys to preventing violence toward children and women and creating a peaceful society in Timor-Leste. Therefore, establishing training programmes for anger control for teachers in Timor-Leste shows strong potential to decrease violent instructional behaviours and enhance the educational setting. Zero Violence Training Programs The objective of Zero Violence training programs is to build schools where violence does not exist. Research in cultural and geographical areas like Timor-Leste shows promising results that can help us think of ways to stop this from happening. The Brazilian "Escolas de Paz" (Schools of Peace) program succeeds in controlling school violence by teaching teacher’s non-violent mediation techniques (Amaral and Ramos, 2018 ). The implementation of successful prevention strategies in schools directly depends on thorough educator training, according to Sprague and Walker ( 2021 ). Such evidence-based approaches need proper teacher training to work effectively. Positive Behavioural Intervention and Support (PBIS) stands alongside restorative practices while social–emotional learning and trauma-informed care operate as additional approaches. According to the research, making changes to parallel violence prevention strategies to fit Timor-Leste's culture and educational setting would play a large part in making classrooms peaceful for students. Challenges and Contextual Factors in Timor-Leste Some things about Timor-Leste's culture make it harder to carry out programs that teach people how to control their anger and avoid violence. Shah and Quinn ( 2016 ) say that a lack of teachers and bad infrastructure in the education system make it hard to provide more and longer-lasting anger management and zero violence training. The UNICEF ( 2018 ) reported that most people in Timor-Leste are tolerable with physical punishment against children in the schools and the community. New ways of teaching and the education policy that do not use physical punishment against children in the schools are hindered by the cultural norm of using it. Rees et al. ( 2022 ) show that Timor-Leste's traumatised past that continues to affect its population by limiting teachers' and students' ability to accept nonviolent conflict resolution methods. All of these things show how important it is to have well-thought-out interventions that deal with both the current violent teaching practices and Timor-Leste's larger social and cultural background. A successful educational initiative for Timor-Leste would require elements that handle resource shortages, modify cultural beliefs, and deliver historical trauma remediation. Methods Research Design The research design follows a quantitative approach to investigating and analysing relationships and variable effects, particularly regarding anger control and zero-violence training activities that avert violent instructional approaches from teachers (Fischer, Boone, & Neumann, 2023 ). The research collects data about numbers systematically to identify patterns that enable drawing conclusions for generalisation across all teachers. Using ANOVA and regression methods together in statistical analysis were tested the validity of the hypothesis and find the numbers for the meaningful relationships between variables (Taherdoost, 2022 ). The survey relied on ANOVA to determine significant statistical differences in group means and then uses regression to predict how training affects selected teacher behaviour outcomes. Such powerful statistical approaches ensure the study produces valuable findings about the training program's impact, which guide both educational policies and instructional methods. Population and Sampling This study used simple random sampling to select 34% of the participants from the total population of 120 teachers in 10 primary schools in Baucau municipality who had attended training (Kimmons, 2022 ). The teachers gained the essential abilities to manage their anger along with skills to use non-violent teaching practices in a classroom setting. The 40 sample of teachers in Baucau Municipality was taken because it was enough sample to evaluate how the training program works in educational settings that match reality for students and teachers based in Baucau municipality. This particular group selection was vital for understanding the training's overall effect on education methods and learning environment security because it enabled researchers to evaluate immediate and long-term educational behavioural modifications. A sample of primary school teachers from the Baucau municipality was chosen on purpose to make sure that they were typical of the whole group. The 40 chosen participants are a perfect fit for the research goals because of the way their unique traits allow them to evaluate the results of the training. Higher accuracy was achieved in the analysis because the participants were teachers who had been trained, which accurately shows the characteristics of the population. The calculation of the required sample size through power analysis established statistical power, enabling examination of significant alterations or relationships present in the collected data (Kimmons, 2022 ). The research was more reliable because it used a method called disciplined selection. The results were valid, and all trained teachers in the municipality could use them. Data Collection Method The survey questionnaire features a standardised format for gathering essential data points that correspond to research targets (Ghanad, 2023 ). The assessment tool reached a certain group of people who had gone through training on how to control their anger and keep violence from happening. Researchers used questionnaire to develop survey question elements that assess the effectiveness of the educational programme in teaching on how the teachers manage their classroom anger effectively. Emotional control training, stress-reduction techniques, and techniques for staying in control during tough times are all covered in the survey. The survey looked at how the training program has helped reduce violent teaching methods in particular. The research scores teachers' understanding of peaceful disciplinary approaches as well as analyses their stance on violent behaviour in schools, along with their frequency of nonviolent methods. The main technique of the survey looked at teachers' thoughts and actions about controlling anger and stopping school violence was through items on a Likert scale that had options from "strongly disagree" to "strongly agree." Validity Testing The study requires valid and reliable measuring tools to ensure accurate and credible results. Researchers used the content validity approach to make a survey questionnaire that covers all the important parts of Zero Violence and Anger Control Training. Such an expansive method allows the instrument to properly measure the research constructs (Rusticus, 2024 ). A group of experts in education, psychology, and violence prevention looked into how accurate the questionnaire items were at capturing the ideas they were meant to capture and whether they were useful for teachers who are already working. Researchers measured the content validity using Gregory's formula, which provides a controlled way to see how experts agree on whether an item is appropriate and relevant. The thorough validation testing makes sure that the survey tool is both conceptually sound and useful in real life. This process makes the data and conclusions more reliable. Reliability Testing Researchers checked the instrument's dependability to make sure it measured important Anger Control and Zero Violence Training variables correctly and consistently (Kennedy, 2022 ). The main statistical approach for determining survey item internal consistency used Cronbach's alpha metrics, which help with the SPSS program. This method demonstrates how measurement scales perform collectively by analysing the correlations between each item on the questionnaire. Results from Cronbach's alpha served as the primary indicator of reliability since a score above 0.70 symbolised satisfactory measurement quality. The set threshold enables the instrument to consistently gather accurate data. This process makes the research results more reliable and easier to repeat. The study can move on to analysis because the method of measurement shows the accurate evaluation of the variables being studied, which increases the validity of the research. Regression Analysis A method called regression analysis was applied to find out how independent factors, such as Anger Control and Zero Violence Training, affect the outcomes of teachers' violent classroom behavior (Lee, 2022 ). The technique contains two basic procedures. To figure out how different variables affect outcomes, we used simple linear regression to find the relationship between the single independent variable and the dependent variable. A multiple regression analysis processes a simultaneous assessment of various independent factors affecting teachers' behavioural outcomes to identify comprehensive factor interactions that influence teaching behavior (Ali & Younas, 2021 ). Researchers checked many important assumptions, like the linearity of variable connections, before conducting the regression analysis. Researchers used SPSS software to do F-tests (ANOVA) and R-squared and adjusted R-squared values to see how well the whole regression model could explain changes in the dependent variable. T-tests were used to see if each predictor variable was statistically significant, and regression coefficients were used to find the direction and strength of the relationship (Roni & Djajadikerta, 2021 ). The in-depth study gives us strong clues about what causes the number of violent school activities, which will help us make better policies and come up with better ways to help students who are being frightened. Ethical Considerations Before any data was collected, all participants gave their informed consent, which showed that they fully understood the study's goals and methods, as well as their rights as participants (Pietrzykowski & Smilowska, 2021 ). Investigators told participants in great detail about the main goals of the study, what kind of work they would be doing, and what benefits and drawbacks might come up. Participants who sign consent forms for voluntary participation make it possible to include them in the research project. Researchers used secure storage for all collected data and protected participants' privacy by using anonymous codes instead of personal information. The steps ensure the confidentiality of participants by keeping each response anonymous. The Institutional Review Board approved the ethics standards following an assessment by the relevant authority before the study's commencement. The institutional review board evaluated and verified the review process, which maintains ethical standards for protecting participant dignity and upholding beneficence and justice. Research studies become ethically possible through this method of procedural approval. Research Results Validity Test Result The results below shows a validity test used Gregory’s Formula, \(\:\frac{D}{A+B+C+D}=\frac{36}{0+0+0+36}=1\) Table 1 Validity Analysis Results Indicators Validators Category item I II X1.1 4 4 D X1.2 4 4 D X1.3 4 3 D X1.4 3 3 D X1.5 3 4 D X1.6 3 4 D X1.7 4 4 D X1.8 4 4 D X1.9 4 4 D X1.10 3 3 D X1.11 3 3 D X1.12 3 4 D X2.1 3 4 D X2.2 3 4 D X2.3 3 4 D X2.4 4 3 D X2.5 4 4 D X2.6 3 3 D X2.7 3 4 D X2.8 3 4 D X2.9 3 3 D X2.10 3 3 D X2.11 3 4 D X2.12 3 4 D Y1 3 4 D Y2 3 4 D Y3 3 4 D Y4 4 4 D Y5 4 4 D Y6 4 4 D Y7 4 4 D Y8 4 4 D Y9 4 4 D Y10 4 4 D Y11 4 4 D Y12 3 4 D According to Table 1 in the provided text, the two experts evaluate validity scores through the proportion of questionnaire items that show appropriateness in measuring the construct under assessment. Researchers calculate the validity score by dividing the number of valid items in a survey by the total number of items in the questionnaire. The data indicates that category D (highest score) comprises only valid items among its 36 surveyed elements, resulting in a 100% validity score. The items of the questionnaire display complete alignment with their assessment purpose because of the perfect validity score. The present scenario represents an optimal framework when designing questionnaires since it demonstrates that questionnaire items effectively assess the fundamental construct. A reliability assessment depends heavily on this finding because it establishes that collected data will accurately maintain the core elements being analysed. Reliability Test Result Table 2 Reliability Test Result Reliability Statistics Cronbach's Alpha N of Items 0.742 36 The reliability of the questionnaire was tested by using the Cronbach's Alpha method, the value of which was calculated through SPSS software, and reached 0.742 for 36 items, demonstrating acceptable internal consistency. The magnitude of this score indicates the reliable measurement of one construct by multiple items. The identification of problematic items through additional evaluation would make it possible to improve the scale's reliability model. The reliable nature of this questionnaire becomes important because it ensures the validity of gathered data. The researchers should analyse and resolve problems that affect reliability because this action produces improved quality assessment tools that provide more precise results for further research. Regression Analysis Result of the T-test and F-test A regression analysis measured the effects of Anger Management and Zero Violence values on the Violence Prevention in Teaching variable. The table below presents the key data. Table 3 T-test Result Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) -0.357 4.889 -0.073 0.942 Anger Management 0.186 0.149 0.145 1.247 0.220 Zero Violence 0.821 0.129 0.738 6.358 0.000 a. Dependent Variable: Violence Prevention in Teaching The table shows a constant value of -0.357 exists with 4.889 units of standard error. The t-value stands at -0.073, while the significance level (p-value) equals 0.942. The constant term is statistically insignificant, which suggests that the expected value of "Violence Prevention in Teaching" remains unchanged when both independent variables equal zero. The statistical value of “Anger Management” establishes a relationship of 0.186 with an error range of 0.149 through the analysis. Statistically, the standardised coefficient (beta) equals 0.145 because it shows a positive association with the dependent variable. The results show this variable remains statistically insignificant at the frequently used significance threshold of α = 0.05 since the t-value stands at 1.247 and the p-value reaches 0.220. Statistical tests indicate that violent management does not create meaningful changes in violence prevention practices in teaching. The coefficient value for Zero Violence equals 0.821 with a standard error measurement of 0.129. Analysis of the standardised coefficient (Beta) shows a strong 0.738 correlation between the dependent variable and the predictor. Zero Violence” demonstrates both statistical significance in this analysis with a 6.358 t-value and a 0.000 p-value, which signifies a significant association of this variable with Violence Prevention in Teaching. The table below of ANOVA results helps determine the total significance value for the regression model. Table 4 F-test (ANOVA) results ANOVA a Model Sum of Squares df Mean Square F Sig. 1 Regression 497.327 2 248.663 43.104 0.000 b Residual 213.448 37 5.769 Total 710.775 39 a. Dependent Variable: Violence Prevention in Teaching b. Predictors: (Constant), Zero Violence, Enger Management The regression model successfully accounts for an important amount of variation in the dependent variable. The model regression sum of squares stands at 497.327, and it operates with two degrees of freedom (df). The value of the regression mean square is 248.663. According to the F-statistic, the value reaches 43.104, which creates a p-value of 0.000. The regression model is statistically significant because at least one of the predictors, either “Anger Management” or “Zero Violence,” helps explain the differences in “Violence Prevention in Teaching.” The residual sum of squares reaches 213.448 during a test with 37 degrees of freedom to produce a mean square value of 5.769. The unexplained data points from “Violence Prevention in Teaching” indicate additional factors that impact the variable. The study demonstrates that “Anger Management” shows no relationship to violence prevention in teaching, but “Zero Violence” training remarkably enhances violence prevention outcomes. The results show that anger management, together with zero violence training, effectively reduces violent educational methods among Timor-Leste teachers, thus confirming Hypothesis 1 (H1). Therefore, the importance of zero violence training since it helps educators become more effective in classroom management and emotion control to reduce violence occurrences. Future investigations should investigate supplementary elements or training bases to enhance the results, which will improve educational practices in Timor-Leste. Discussion The research results highlight the effectiveness of anger control and zero-violence training programs, which fight violent teaching practices among Timorese primary school teachers. Research data showed that anger management training produced no statistically meaningful effect on the elimination of violence in classrooms, yet zero violence training demonstrated a significant ability to strengthen non-violent teaching behaviours. Anger management training did not significantly reduce violence, just like studies that show personal emotional control programs don't work well in environments that accept violent punishment methods (Wangdi and Namgyel, 2022 ; Singh and Kaur, 2023 ). The traditional acceptance of corporal punishment in Timor-Leste affects the effectiveness of individual-focused efforts because such approaches do not challenge the cultural defence of physical disciplinary methods (UNICEF, 2018 ). The research indicates that personal emotional control abilities need additional systemic changes that oppose and reshape conventional norms supporting brutal disciplinary actions within educational systems. The complete analysis of regression results demonstrates that Zero Violence training creates solutions for both individual and broader systemic problems. Zero Violence training delivers holistic educational changes through its dual impact on both providing teachers non-violent classroom tools and transforming their views about classroom leadership and student relationships. Successful international models that have proven effective, such as Brazil's "Escolas de Paz," demonstrate that network-wide educational changes require altering institutional behavioural principles (Amaral & Ramos, 2018 ). To create lasting violence prevention programs, they need to combine key ideas from non-violent communication, restorative justice, empathy, and teaching that focuses on rights. This research shows that Zero Violence training creates a strong link to preventing violence because it provides teaching methods that are suitable for different cultures, going beyond just basic discipline. Through their training programs, teachers develop professional identities, which shift their identification from disciplinarian enforcers to development-oriented facilitators who show empathy for their students. Educational professionals trained in Zero Violence principles have enhanced capability to build supportive classrooms that support mental development while promoting student development, thus advancing goals of equal opportunities in education and peaceful coexistence. Readers need to interpret the study results in light of Timor-Leste's past and present social features. Multiple sectors in Timor-Leste are shaped by psychological and cultural remnants of the nation's extensive history of colonial rule and systemic violence, including education (Shah & Quinn, 2016 ; Rees et al., 2022 ). Any school violence reduction program needs to specifically target historical and collective traumas as fundamental elements of the issue. The post-conflict environment in Timor-Leste makes zero-violence training programs with trauma-informed approaches especially effective because they facilitate reconciliation and healing processes. Education professionals serving areas of conflict need to develop competencies both in professional techniques and emotional strength as well as community well-being and institution trust repair. The results of this research also highlight critical considerations for the design and implementation of violence prevention programmes. Zero Violence interventions need to combine experiential learning methods, reflective opportunities and continuous professional support systems that work directly within educational institutions. Inside schools, experiential teaching methods along with peer mediation exercises combined with role-playing activities help students fully understand peaceful disciplinary strategies. It is essential to provide reflective spaces for teachers because these professional environments help process their encounters with authority along with discipline and conflict management for sustained change. The absence of proper support systems enables daily classroom stress combined with established cultural disciplinary traditions to overcome well-intended classroom behavioural modifications. The investigated study exhibited significant findings regarding how well policies match up with other systems. Teacher training initiatives need to operate under a national education reform blueprint to show their maximum results. To achieve success, teacher development initiatives need explicit policy measures that both ban corporal punishment and support child rights and positive disciplinary practices. To guarantee proper school-level policy enactment, teachers need rigorous mechanisms for monitoring and evaluation to ensure accountability. Teachers require training, empowerment, and support to battle organisational forces that would have them return to violent disciplinary practices. A few vital constraints need proper consideration. The limited research sample containing 40 Baucau municipality teachers restricts the ability to make findings applicable to other parts of Timor-Leste. The implementation of Zero Violence and anger management programs faces varying reception and implementation based on differences in cultural traditions, educational financing, and historical patterns between municipalities. Research should increase its scope to include diverse teacher populations throughout different regions, thus improving study validity for communities beyond the Baucau municipality. This research used quantitative methods to show how training succeeded, but quantitative methods prevented deeper qualitative analysis of the whole picture. Future research in this field would profit from the addition of qualitative research methods that allow researchers to learn about teachers' personal experiences and their encounters with non-violent practices while gaining insight into environmental elements that influence their work. Qualitative data collection would yield important knowledge that assists training curriculum development and enables better adjustments to specific regional conditions. The research has demonstrated the essential nature of Zero Violence training for reducing violent teacher conduct as well as creating safety-orientated educational spaces in Timor-Leste. For violence prevention policies in schools to work successfully, teachers need more than emotional learning strategies since comprehensive, system-wide, culture-sensitive strategies need to become an essential part. Policymakers, educational leaders, and teacher educators need to fully support implementing more Zero Violence training while ensuring its effective cultural integration, sustainable implementation, and continuous assessment. To create a peaceful, development-orientated, and rights-respecting educational future for Timorese children, we must fully implement systemic, relational, and pedagogical strategies. Conclusion A research analysis examined how Anger Control and Zero Violence training methods impacted primary school teachers in Timor-Leste who wish to prevent violent teaching practices. School teaching professionals who complete Zero Violence training exhibit stronger capabilities for implementing nonviolent educational practices that help produce more supportive and secure learning settings. The results of this study revealed that anger control training did not produce meaningful reductions in violent behaviour, yet it was an essential component within a holistic system to control violent action. This research demonstrates why it is essential to execute wide-ranging learning programs that account for local cultures and transform long-established violent disciplinary practices in Timorese educational facilities. The educational approach of Zero Violence training demonstrates potential as an effective method to teach teachers conflict resolution skills while transforming their disciplinary practices, which builds environments where student rights and psychological as well as dignity concerns matter. The development of non-violent teaching approaches represents an essential element that supports both student growth and helps Timor-Leste reach its social peace goals. The study results establish that sustained comprehensive initiatives must focus on school teacher training together with reforms in educational policy and transformations in school violence perceptions within society. Recommendations Several recommendations result from the research findings and analysis as follows: 1. Integration of Zero Violence Training into Teacher Education Programmes All educational institutions operating under ICFP and national teacher training colleges must establish the zero-violence methodology as a compulsory requirement for both pre-service teacher education and ongoing teacher training. 2. Expansion of Training Programmes The positive results achieved in Baucau should push the Ministry of Education and its affiliated organisations to expand zero-violence training across all municipalities in Timor-Leste, especially in the rural areas, where they can benefit equally. 3. Combination of Anger Management with Broader Psychological Support Anger control works best in combination with holistic psychological care programs that provide trauma and classroom leadership methods in addition to stress management sessions. The implementation of emotional regulation techniques needs to take place inside a comprehensive teacher well-being and resilience development structure. 4. Cultural Adaptation and Community Engagement The training process needs to adapt to cultural standards by identifying native practices but simultaneously encourage modern approaches that defend human rights. Teacher training sessions should be supported by awareness programs targeting parents, alongside community figures and students, to transform public norms regarding corporal punishment acceptance. 5. Monitoring and Evaluation Systems Ongoing training effectiveness assessment requires strong systems that include studies that monitor teachers' actions as well as student results over time. The training programs will undergo continuous improvement through established cycles of feedback. 6 . Policy Reform and Enforcement National education policies should be implemented to prohibit corporal punishment and mandate nonviolent disciplinary methods through detailed guidelines, teacher assistance, and appropriate accountability measures to ensure compliance. 7. Further Research The future research plan needs more study on different groups of students and various research methods to learn about teachers' experiences and the long-term impact of training on teaching methods and students' mental health growth. References Amaral, D. E. L. & Ramos, J. F. P. (2018). Mediação de conflitos no ambiente escolar para promover a cultura de paz. Conhecer: Debate Entre o Público e o Privado , 8(21), 24–44. https://doi.org/10.32335/2238-0426.2018.8.21.1072 Ali, P., & Younas, A. (2021). Understanding and interpreting regression analysis. Evidence-Based Nursing , 24 (4), 116-118. https://doi.org/10.1136/ebnurs-2021-103425 Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School psychology review , 50 (2-3), 221-236. https://doi.org/10.1080/2372966X.2021.1926321 Durrant, J. E., & Ensom, R. (2012). Physical punishment of children: Lessons from 20 years of research. Canadian Medical Association Journal, 184 (12), 1373–1377. https://doi.org/10.1503/cmaj.101314 Global Initiative to End All Corporal Punishment of Children. (2023). Corporal punishment of children in Timor-Leste . https://endcorporalpunishment.org/reports-on-every-state-and-territory/timor-leste/ Fischer, H. E., Boone, W. J., & Neumann, K. (2023). Quantitative research designs and approaches. In Handbook of research on science education . 28-59. Routledge. https://doi.org/10.4324/9780367855758 Ghanad, A. (2023). An overview of quantitative research methods. International journal of Multidisciplinary Research and Analysis , 6 (08), 3794-3803. https://doi.org/10.47191/ijmra/v6-i8-52 Kennedy, I. (2022). Sample size determination in test-retest and Cronbach alpha reliability estimates. British Journal of Contemporary Education , 2 (1), 17-29. https://www.doi.org/10.52589/BJCE-FY266HK9 Kimmons, R. (2022). Sampling: How should I choose a sample for my study? In R. Kimmons (Ed.), Education Research . EdTech Books. https://edtechbooks.org/education_research/sampling Lee, S. W. (2022). Regression analysis for continuous independent variables in medical research: Statistical standard and guideline of Life Cycle Committee. Life cycle , 2 . https://doi.org/10.54724/lc.2022.e3 Pietrzykowski, T., & Smilowska, K. (2021). The reality of informed consent: empirical studies on patient comprehension—systematic review. Trials , 22 , 1-8. https://doi.org/10.1186/s13063-020-04969-w Rusticus, S. (2024). Content validity. In Encyclopedia of quality of life and well-being research . 1384-1385. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-17299-1_553 Rees, S., Thorpe, R., Tol, W., Fonseca, M., & Silove, D. (2015). Testing a cycle of family violence model in conflict-affected, low-income countries: A qualitative study from Timor-Leste. Social Science & Medicine , 130 , 284-291. https://doi.org/10.1016/j.socscimed.2015.02.013 Rees, S. J., Mohsin, M., Klein, L., Steel, Z., Tol, W., Dadds, M., ... & Silove, D. (2022). The impact of maternal depressive symptoms and traumatic events on early childhood mental health in conflict-affected Timor-Leste. BJPsych Open , 8 (2), e51. https://doi.org/10.1192/bjo.2022.20 Roni, S. M., & Djajadikerta, H. G. (2021). Data analysis with SPSS for survey-based research . Springer. http://dx.doi.org/10.1007/978-981-16-0193-4 Singh, S., & Kaur, R. (2023). Effectiveness of anger management programs among school-going adolescents. Journal of Adolescent Mental Health, 30 (2), 112-126. https://pmc.ncbi.nlm.nih.gov/articles/PMC10243415/ Saputra, W. N. E., Supriyanto, A., Rohmadheny, P. S., Astuti, B., Ayriza, Y., & Adiputra, S. (2020). The effect of negative peace in mind to aggressive behavior of students in Indonesia. European Journal of Educational Research, 10 (1), 485–496. https://files.eric.ed.gov/fulltext/EJ1284323.pdf Shah, R., & Quinn, M. (2016). Mind the gap: Global quality norms, national policy interpretations and local praxis in Timor-Leste. Compare: A Journal of Comparative and International Education, 46 (3), 394-413. https://doi.org/10.1080/03057925.2014.952930 Sprague, J. R., & Walker, H. M. (2021). Safe and healthy schools: Practical prevention strategies . Guilford Publications. Taherdoost, H. (2022). Different types of data analysis; data analysis methods and techniques in research projects. International Journal of Academic Research in Management , 9(1), 1-9. UNESCO. (2023). Transformative education for sustaining peace: Training teacher trainers in Timor-Leste . https://www.unesco.org/en/articles/transformative-education-sustaining-peace-training-teacher-trainers-timor-leste UNICEF. (2018). A Familiar Face: Violence in the lives of children and adolescents. UNICEF. https://data.unicef.org/resources/a-familiar-face/ UNICEF. (2015). Bringing new life into the classroom in Timor-Leste . https://www.unicef.org/stories/bringing-new-life-classroom-timor-leste Wangdi, T., & Namgyel, S. (2022). Classroom to reduce student disruptive behavior: An action research. Mextesol Journal , 46 (1), 1-11. https://doi.org/10.61871/mj.v46n1-16 World Health Organization. (2021). Corporal punishment and health . https://www.who.int/news-room/fact-sheets/detail/corporal-punishment-and-health Wild, K., Young, F., de Araujo, G., Fernandes, A., Gomes, L., Kelly, L., & Taft, A. (2022). Healthcare responses to gender-based violence in Timor-Leste: women want empathy, information and safety from an integrated support system. Journal of Interpersonal Violence , 37 (23-24). https://doi.org/10.1177/08862605211072156 Additional Declarations The authors declare no competing interests. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6793531","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":464691495,"identity":"b000772b-3cc3-43b9-b937-7b2009c5ac17","order_by":0,"name":"Salvador Magno Ximenes","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABB0lEQVRIiWNgGAWjYFAC5gYGBjYw48CBhAobIIOx8QB+LYwwLWyJDx6cSQOLEKuFx9jwYdthsBheLfLtB9skfpTZ5OvOSDCTSDhz3m5t+2GgLTU20bi0GJxJbJPsOZdmue3MgTSJhIrbydvOJAK1HEvLbcClhSGx2YC37bCB2fGGY0BbbiebHQBqYWw4jFOLfP/DZsO/IC2HGdskEtvOJZudf4hfC8ONxMbHEFuamQ0S2w7Ymd0gYIvBjYeNj2XOpRmYnTnG+CDhTHKC2Q2gLQl4/CLfn3zg4JsyGwOzG/kfDv6osLM3O5/+8MGHGhvcDkMHiWCVCcQqBwF7UhSPglEwCkbByAAAZyVt/EXNBt8AAAAASUVORK5CYII=","orcid":"https://orcid.org/0009-0007-5921-6868","institution":"Instituto Cátolico para a Formação de Professores (ICFP), Baucau, Timor-Leste","correspondingAuthor":true,"prefix":"","firstName":"Salvador","middleName":"Magno","lastName":"Ximenes","suffix":""},{"id":464691496,"identity":"759e4ea2-eebe-4fd0-b5c7-38a4fdfe2672","order_by":1,"name":"Agata Moreira Freitas","email":"","orcid":"https://orcid.org/0009-0005-4349-8309","institution":"Instituto Cátolico para a Formação de Professores (ICFP), Baucau, Timor-Leste","correspondingAuthor":false,"prefix":"","firstName":"Agata","middleName":"Moreira","lastName":"Freitas","suffix":""},{"id":464691497,"identity":"19a4604c-ff12-438b-9dad-c5e254143bf1","order_by":2,"name":"Crisogno Soares Freitas Pereira","email":"","orcid":"https://orcid.org/0009-0009-2226-6495","institution":"Instituto Cátolico para a Formação de Professores (ICFP), Baucau, Timor-Leste","correspondingAuthor":false,"prefix":"","firstName":"Crisogno","middleName":"Soares Freitas","lastName":"Pereira","suffix":""}],"badges":[],"createdAt":"2025-06-01 03:25:12","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6793531/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6793531/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83807189,"identity":"ce4bdc00-afff-49c7-b32f-9a580ab2a850","added_by":"auto","created_at":"2025-06-03 05:37:09","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":957004,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6793531/v1/ed76fdbe-20f5-4873-8c28-5282d90b6002.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eInfluence of Anger Control and Zero Violence Training on the Prevention of Teachers' Violent Teaching Practices in Timor-Leste's School Learning Environment: A Quantitative Study\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eTimor-Leste became independent in 2002, after centuries of colonial rule and many wars. Since then, the country's education system has had to deal with many major problems. The fact that violent teaching is still common is a sign of a major problem that harms both student welfare and academic standards. Historical elements of the country's past violence, along with traditional disciplinary traditions, normalise physical punishment with coercive teaching methods in educational institutions. UNICEF\u0026rsquo;s (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) survey found that 70% of students had been physically abused by teachers in the past year, and 80% of teachers agreed that physical punishment could be appropriate in some situations. The problem needs to be resolved right away to make schools safe places to learn because teachers who aren't properly trained and who don't have enough resources have made things worse. When working on a solution, it's important to look closely at the reasons behind violent teaching and come up with answers that work with Timor-Leste's culture and school system.\u003c/p\u003e \u003cp\u003eNon-governmental organization, UNICEF (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) confirms that Timorese schools experience high frequencies of aggressive teaching practices, emotional mistreatment, and psychological guidance. Educational workers in multiple ways, including through physical violence, while also employing verbal and emotional mistreatment practices and failing to provide sufficient care. Children's human rights suffer from physical punishment while their learning abilities decline because they develop fear and classroom disinterest during this abuse. School violence causes people to develop persistent mental issues leading to depression and anxiety, together with reduced self-esteem, according to the report of the World Health Organisation (2021). These school methods obstruct the critical thinking development and problem-solving capacities of students and restrict their academic growth. There is an urgent need to find effective intervention strategies to get rid of violent approaches in classrooms and make schools nonviolent places with respect at their core.\u003c/p\u003e \u003cp\u003eEducational organisations should establish anger control and zero-violence training programs for teachers as effective solutions for preventing student abuse. The programme intends to deliver alternative discipline techniques that respect students' rights and maintain their dignity through the adoption of positive classroom management approaches. These kinds of programmes focus on training teachers how to better handle their emotions, helping them learn how to control themselves and understanding what children need as they grow up. The interventions obey the rules set by Timor-Leste's National Education Strategic Plan because they focus on creating peaceful learning spaces that encourage everyone to feel welcome. Teaching the changes in a culturally sensitive manner increases the likelihood of teachers agreeing with them. This will lead to long-lasting improvements in how they teach.\u003c/p\u003e \u003cp\u003eThe study explores the impact of anger control and zero violence training on school teachers' capacity to avoid using violent teaching methods in Timor-Leste's educational facilities. The research questions revolved around the impact of implementing Anger Control and Zero Violence Training on teachers' adoption of non-violent instructional methods. What effects do programmes teaching anger control alongside zero violence training generate regarding educators' ability to regulate emotions while managing their classrooms in Timor-Leste? Anger Control and Zero Violence Training don't seem to have much of an effect on stopping teachers in Timor-Leste from using violence while teaching, according to the alternative hypothesis. H1: Anger management and Zero-Excessive Violence Training make a real difference in keeping teachers in Timor-Leste's schools from using violent methods of teaching. These research questions and hypotheses in this study support the overall mission of fostering an education system in Timor-Leste that develops empowered students who meet modern times' requirements. The establishment of non-violent educational settings remains vital to break the violence pattern and create the basis for Timor-Leste's peaceful and developed future.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003eTimor-Leste continues to struggle with education system issues because violent teaching approaches are commonly found throughout its educational institutions. The study investigates the effect of zero-violence training programs along with anger control education as tools for preventing violent teaching behaviours in Timor-Leste's educational settings. The review combines research findings from existing studies regarding the subject matter while focusing on essential areas, along with lacking knowledge and prospects for future exploration. The education system of Timor-Leste has undergone development through centuries of Portuguese colonisation and Indonesian occupation, followed by a struggle for independence (Shah and Quinn, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Throughout history, these factors developed an educational atmosphere that views corporal punishment together with school violence as natural disciplinary tools (UNICEF, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eThe Prevalence and Impact of Violent Teaching Practices\u003c/h2\u003e \u003cp\u003eAnalysis of Timor-Leste's education system demonstrates the high occurrence of violent discipline methods causing students physical and academic maltreatment through traditional teaching practices. A 2015 survey showed that physical violence between students and teachers was common; 70% of children said they had been abused by their teachers in the past year (UNICEF, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The results of quantitative research show that violent forms of discipline are still used all over society. This is mostly because many people believe that teachers should be in charge and students should follow their pattern. An investigation by Rees et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) found that teachers mostly used physical punishment and verbal abuse along with it as their main way of disciplining students. This made schools feel like places where students had to obey instead of actively learning. Teachers mostly use these methods of discipline because they haven't been properly trained in other, more positive ways to discipline students, especially in rural and remote areas. Several studies have created an alarming image of the educational conditions in Timor-Leste because they demonstrate both psychological punishment for students along with national academic obstacles. These actions drive against Timor-Leste's international promises to protect children because they violate the United Nation (UN) Convention on the Rights of the Child. The country needs to quickly change its policies and start training teachers (Global Initiative to End All Corporal Punishment of Children, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) to make this happen. The establishment of anger control and zero-violence training for educators represents a vital solution to create safe educational spaces which put student dignity along with full development at the forefront.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eThe Negative Practices' Impact on Students\u003c/h3\u003e\n\u003cp\u003eThe ongoing occurrence of violent educational techniques in Timor-Leste leads to serious detrimental effects on how students achieve academically, while damaging their psychological state and general growth. Multiple studies show that physical and verbal mistreatment in classrooms produces lowered academic achievement because students exposed to these methods develop fear and anxiety while losing their learning drive (Global Initiative to End All Corporal Punishment of Children, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Students who experience fear in their learning environment turn off their learning capacity and develop impaired critical thinking abilities. Violence has bad effects on students, like making them do poorly in school, which limits their options for the future. Students who experience school violence drop out of education frequently because the insecure school environment makes them withdraw completely from their educational path (Global Initiative to End All Corporal Punishment of Children, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Timor-Leste has problems because it is hard to get a good education, and kids drop out of school too soon, which makes social problems worse and stops the country from moving forward.\u003c/p\u003e \u003cp\u003eActs of violence during student disciplinary actions generate serious psychological impacts in addition to causing substantial social problems. The data shows that students who undergo corporal punishment and emotional abuse develop greater risks for enduring mental health problems such as anxiety and depression and reduced self-esteem (Durrant \u0026amp; Ensom, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The harmful effects that result from physical punishment interrupt academic commitment while preventing students from improving their relationship skills, establishing trust with supervisors, and developing personal confidence. Anti-social behaviours that schoolchildren learn from experiencing violence in schools tend to remain with them, which leads to an ongoing pattern of violence extending from families to communities. The need for immediate changes requires schools to develop and implement peaceful teaching practices that will create protective learning environments (Bradshaw et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). To achieve school disciplinary reform in Timor-Leste, the government should implement three main components which include teacher training and policy changes along with public awareness initiatives. The country must implement child-centred educational methods and teach respect and empathy to students. This combination will help eliminate violent teaching methods as well as create an equitable educational environment for everybody.\u003c/p\u003e\n\u003ch3\u003eAnger Control Training for Teachers\u003c/h3\u003e\n\u003cp\u003eThe current literature about anger control training for teachers in Timor-Leste remains uncommon, but parallel settings demonstrate promising results. Wangdi \u0026amp; Namgyel\u0026rsquo;s (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) research results underline the importance of teachers\u0026rsquo; strategic classroom management methods in creating better classroom environments that produced less disruptive behaviour. Studies indicate that anger management programmes effectively lower adolescent anger while simultaneously developing their problem-solving and communication abilities, consequently validating their potential effectiveness in the teacher population (Singh \u0026amp; Kaur, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAs Timor-Leste faces challenges, the government focuses on implementing programs that teach peace while fighting violence. UNESCO (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) managed a training initiative that provided in-service teacher trainers with modern pedagogical abilities to promote enduring peace throughout the region. According to Wild et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), education and early intervention are the keys to preventing violence toward children and women and creating a peaceful society in Timor-Leste. Therefore, establishing training programmes for anger control for teachers in Timor-Leste shows strong potential to decrease violent instructional behaviours and enhance the educational setting.\u003c/p\u003e\n\u003ch3\u003eZero Violence Training Programs\u003c/h3\u003e\n\u003cp\u003eThe objective of Zero Violence training programs is to build schools where violence does not exist. Research in cultural and geographical areas like Timor-Leste shows promising results that can help us think of ways to stop this from happening. The Brazilian \"Escolas de Paz\" (Schools of Peace) program succeeds in controlling school violence by teaching teacher\u0026rsquo;s non-violent mediation techniques (Amaral and Ramos, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The implementation of successful prevention strategies in schools directly depends on thorough educator training, according to Sprague and Walker (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Such evidence-based approaches need proper teacher training to work effectively. Positive Behavioural Intervention and Support (PBIS) stands alongside restorative practices while social\u0026ndash;emotional learning and trauma-informed care operate as additional approaches. According to the research, making changes to parallel violence prevention strategies to fit Timor-Leste's culture and educational setting would play a large part in making classrooms peaceful for students.\u003c/p\u003e\n\u003ch3\u003eChallenges and Contextual Factors in Timor-Leste\u003c/h3\u003e\n\u003cp\u003eSome things about Timor-Leste's culture make it harder to carry out programs that teach people how to control their anger and avoid violence. Shah and Quinn (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) say that a lack of teachers and bad infrastructure in the education system make it hard to provide more and longer-lasting anger management and zero violence training. The UNICEF (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) reported that most people in Timor-Leste are tolerable with physical punishment against children in the schools and the community. New ways of teaching and the education policy that do not use physical punishment against children in the schools are hindered by the cultural norm of using it. Rees et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) show that Timor-Leste's traumatised past that continues to affect its population by limiting teachers' and students' ability to accept nonviolent conflict resolution methods. All of these things show how important it is to have well-thought-out interventions that deal with both the current violent teaching practices and Timor-Leste's larger social and cultural background. A successful educational initiative for Timor-Leste would require elements that handle resource shortages, modify cultural beliefs, and deliver historical trauma remediation.\u003c/p\u003e "},{"header":"Methods","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThe research design follows a quantitative approach to investigating and analysing relationships and variable effects, particularly regarding anger control and zero-violence training activities that avert violent instructional approaches from teachers (Fischer, Boone, \u0026amp; Neumann, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The research collects data about numbers systematically to identify patterns that enable drawing conclusions for generalisation across all teachers. Using ANOVA and regression methods together in statistical analysis were tested the validity of the hypothesis and find the numbers for the meaningful relationships between variables (Taherdoost, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The survey relied on ANOVA to determine significant statistical differences in group means and then uses regression to predict how training affects selected teacher behaviour outcomes. Such powerful statistical approaches ensure the study produces valuable findings about the training program's impact, which guide both educational policies and instructional methods.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e\n\u003ch3\u003ePopulation and Sampling\u003c/h3\u003e\n\u003cp\u003eThis study used simple random sampling to select 34% of the participants from the total population of 120 teachers in 10 primary schools in Baucau municipality who had attended training (Kimmons, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The teachers gained the essential abilities to manage their anger along with skills to use non-violent teaching practices in a classroom setting. The 40 sample of teachers in Baucau Municipality was taken because it was enough sample to evaluate how the training program works in educational settings that match reality for students and teachers based in Baucau municipality. This particular group selection was vital for understanding the training's overall effect on education methods and learning environment security because it enabled researchers to evaluate immediate and long-term educational behavioural modifications.\u003c/p\u003e \u003cp\u003eA sample of primary school teachers from the Baucau municipality was chosen on purpose to make sure that they were typical of the whole group. The 40 chosen participants are a perfect fit for the research goals because of the way their unique traits allow them to evaluate the results of the training. Higher accuracy was achieved in the analysis because the participants were teachers who had been trained, which accurately shows the characteristics of the population. The calculation of the required sample size through power analysis established statistical power, enabling examination of significant alterations or relationships present in the collected data (Kimmons, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The research was more reliable because it used a method called disciplined selection. The results were valid, and all trained teachers in the municipality could use them.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eData Collection Method\u003c/h2\u003e \u003cp\u003eThe survey questionnaire features a standardised format for gathering essential data points that correspond to research targets (Ghanad, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The assessment tool reached a certain group of people who had gone through training on how to control their anger and keep violence from happening. Researchers used questionnaire to develop survey question elements that assess the effectiveness of the educational programme in teaching on how the teachers manage their classroom anger effectively. Emotional control training, stress-reduction techniques, and techniques for staying in control during tough times are all covered in the survey.\u003c/p\u003e \u003cp\u003eThe survey looked at how the training program has helped reduce violent teaching methods in particular. The research scores teachers' understanding of peaceful disciplinary approaches as well as analyses their stance on violent behaviour in schools, along with their frequency of nonviolent methods. The main technique of the survey looked at teachers' thoughts and actions about controlling anger and stopping school violence was through items on a Likert scale that had options from \"strongly disagree\" to \"strongly agree.\"\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eValidity Testing\u003c/h2\u003e \u003cp\u003eThe study requires valid and reliable measuring tools to ensure accurate and credible results. Researchers used the content validity approach to make a survey questionnaire that covers all the important parts of Zero Violence and Anger Control Training. Such an expansive method allows the instrument to properly measure the research constructs (Rusticus, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). A group of experts in education, psychology, and violence prevention looked into how accurate the questionnaire items were at capturing the ideas they were meant to capture and whether they were useful for teachers who are already working. Researchers measured the content validity using Gregory's formula, which provides a controlled way to see how experts agree on whether an item is appropriate and relevant. The thorough validation testing makes sure that the survey tool is both conceptually sound and useful in real life. This process makes the data and conclusions more reliable.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eReliability Testing\u003c/h2\u003e \u003cp\u003eResearchers checked the instrument's dependability to make sure it measured important Anger Control and Zero Violence Training variables correctly and consistently (Kennedy, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The main statistical approach for determining survey item internal consistency used Cronbach's alpha metrics, which help with the SPSS program. This method demonstrates how measurement scales perform collectively by analysing the correlations between each item on the questionnaire. Results from Cronbach's alpha served as the primary indicator of reliability since a score above 0.70 symbolised satisfactory measurement quality. The set threshold enables the instrument to consistently gather accurate data. This process makes the research results more reliable and easier to repeat. The study can move on to analysis because the method of measurement shows the accurate evaluation of the variables being studied, which increases the validity of the research.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eRegression Analysis\u003c/h2\u003e \u003cp\u003eA method called regression analysis was applied to find out how independent factors, such as Anger Control and Zero Violence Training, affect the outcomes of teachers' violent classroom behavior (Lee, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The technique contains two basic procedures. To figure out how different variables affect outcomes, we used simple linear regression to find the relationship between the single independent variable and the dependent variable. A multiple regression analysis processes a simultaneous assessment of various independent factors affecting teachers' behavioural outcomes to identify comprehensive factor interactions that influence teaching behavior (Ali \u0026amp; Younas, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eResearchers checked many important assumptions, like the linearity of variable connections, before conducting the regression analysis. Researchers used SPSS software to do F-tests (ANOVA) and R-squared and adjusted R-squared values to see how well the whole regression model could explain changes in the dependent variable. T-tests were used to see if each predictor variable was statistically significant, and regression coefficients were used to find the direction and strength of the relationship (Roni \u0026amp; Djajadikerta, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The in-depth study gives us strong clues about what causes the number of violent school activities, which will help us make better policies and come up with better ways to help students who are being frightened.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eEthical Considerations\u003c/h2\u003e \u003cp\u003eBefore any data was collected, all participants gave their informed consent, which showed that they fully understood the study's goals and methods, as well as their rights as participants (Pietrzykowski \u0026amp; Smilowska, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Investigators told participants in great detail about the main goals of the study, what kind of work they would be doing, and what benefits and drawbacks might come up. Participants who sign consent forms for voluntary participation make it possible to include them in the research project. Researchers used secure storage for all collected data and protected participants' privacy by using anonymous codes instead of personal information. The steps ensure the confidentiality of participants by keeping each response anonymous. The Institutional Review Board approved the ethics standards following an assessment by the relevant authority before the study's commencement. The institutional review board evaluated and verified the review process, which maintains ethical standards for protecting participant dignity and upholding beneficence and justice. Research studies become ethically possible through this method of procedural approval.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eResearch Results\u003c/h2\u003e \u003cdiv id=\"Sec17\" class=\"Section3\"\u003e \u003ch2\u003eValidity Test Result\u003c/h2\u003e \u003cp\u003eThe results below shows a validity test used Gregory\u0026rsquo;s Formula, \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\frac{D}{A+B+C+D}=\\frac{36}{0+0+0+36}=1\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eValidity Analysis Results\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndicators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eValidators\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eitem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eII\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX1.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX2.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eY12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAccording to Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e in the provided text, the two experts evaluate validity scores through the proportion of questionnaire items that show appropriateness in measuring the construct under assessment. Researchers calculate the validity score by dividing the number of valid items in a survey by the total number of items in the questionnaire. The data indicates that category D (highest score) comprises only valid items among its 36 surveyed elements, resulting in a 100% validity score.\u003c/p\u003e \u003cp\u003eThe items of the questionnaire display complete alignment with their assessment purpose because of the perfect validity score. The present scenario represents an optimal framework when designing questionnaires since it demonstrates that questionnaire items effectively assess the fundamental construct. A reliability assessment depends heavily on this finding because it establishes that collected data will accurately maintain the core elements being analysed.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eReliability Test Result\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eReliability Test Result\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eReliability Statistics\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCronbach's Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN of Items\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e0.742\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe reliability of the questionnaire was tested by using the Cronbach's Alpha method, the value of which was calculated through SPSS software, and reached 0.742 for 36 items, demonstrating acceptable internal consistency. The magnitude of this score indicates the reliable measurement of one construct by multiple items. The identification of problematic items through additional evaluation would make it possible to improve the scale's reliability model. The reliable nature of this questionnaire becomes important because it ensures the validity of gathered data. The researchers should analyse and resolve problems that affect reliability because this action produces improved quality assessment tools that provide more precise results for further research.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eRegression Analysis Result of the T-test and F-test\u003c/h2\u003e \u003cp\u003eA regression analysis measured the effects of Anger Management and Zero Violence values on the Violence Prevention in Teaching variable. The table below presents the key data.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eT-test Result\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eCoefficients\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eUnstandardized Coefficients\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStandardized Coefficients\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eB\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eBeta\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e(Constant)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.357\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.889\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-0.073\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.942\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnger Management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.186\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.145\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.247\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.220\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eZero Violence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.821\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.738\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6.358\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003ea. Dependent Variable: Violence Prevention in Teaching\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe table shows a constant value of -0.357 exists with 4.889 units of standard error. The t-value stands at -0.073, while the significance level (p-value) equals 0.942. The constant term is statistically insignificant, which suggests that the expected value of \"Violence Prevention in Teaching\" remains unchanged when both independent variables equal zero.\u003c/p\u003e \u003cp\u003eThe statistical value of \u0026ldquo;Anger Management\u0026rdquo; establishes a relationship of 0.186 with an error range of 0.149 through the analysis. Statistically, the standardised coefficient (beta) equals 0.145 because it shows a positive association with the dependent variable. The results show this variable remains statistically insignificant at the frequently used significance threshold of α\u0026thinsp;=\u0026thinsp;0.05 since the t-value stands at 1.247 and the p-value reaches 0.220. Statistical tests indicate that violent management does not create meaningful changes in violence prevention practices in teaching.\u003c/p\u003e \u003cp\u003eThe coefficient value for Zero Violence equals 0.821 with a standard error measurement of 0.129. Analysis of the standardised coefficient (Beta) shows a strong 0.738 correlation between the dependent variable and the predictor. Zero Violence\u0026rdquo; demonstrates both statistical significance in this analysis with a 6.358 t-value and a 0.000 p-value, which signifies a significant association of this variable with Violence Prevention in Teaching.\u003c/p\u003e \u003cp\u003eThe table below of ANOVA results helps determine the total significance value for the regression model.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u003cem\u003eF-test (ANOVA) results\u003c/em\u003e\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eANOVA\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eModel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSum of Squares\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean Square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRegression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e497.327\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e248.663\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e43.104\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.000\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResidual\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e213.448\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.769\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e710.775\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003ea. Dependent Variable: Violence Prevention in Teaching\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eb. Predictors: (Constant), Zero Violence, Enger Management\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe regression model successfully accounts for an important amount of variation in the dependent variable. The model regression sum of squares stands at 497.327, and it operates with two degrees of freedom (df). The value of the regression mean square is 248.663.\u003c/p\u003e \u003cp\u003eAccording to the F-statistic, the value reaches 43.104, which creates a p-value of 0.000. The regression model is statistically significant because at least one of the predictors, either \u0026ldquo;Anger Management\u0026rdquo; or \u0026ldquo;Zero Violence,\u0026rdquo; helps explain the differences in \u0026ldquo;Violence Prevention in Teaching.\u0026rdquo;\u003c/p\u003e \u003cp\u003eThe residual sum of squares reaches 213.448 during a test with 37 degrees of freedom to produce a mean square value of 5.769. The unexplained data points from \u0026ldquo;Violence Prevention in Teaching\u0026rdquo; indicate additional factors that impact the variable.\u003c/p\u003e \u003cp\u003eThe study demonstrates that \u0026ldquo;Anger Management\u0026rdquo; shows no relationship to violence prevention in teaching, but \u0026ldquo;Zero Violence\u0026rdquo; training remarkably enhances violence prevention outcomes. The results show that anger management, together with zero violence training, effectively reduces violent educational methods among Timor-Leste teachers, thus confirming Hypothesis 1 (H1). Therefore, the importance of zero violence training since it helps educators become more effective in classroom management and emotion control to reduce violence occurrences. Future investigations should investigate supplementary elements or training bases to enhance the results, which will improve educational practices in Timor-Leste.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe research results highlight the effectiveness of anger control and zero-violence training programs, which fight violent teaching practices among Timorese primary school teachers. Research data showed that anger management training produced no statistically meaningful effect on the elimination of violence in classrooms, yet zero violence training demonstrated a significant ability to strengthen non-violent teaching behaviours.\u003c/p\u003e \u003cp\u003eAnger management training did not significantly reduce violence, just like studies that show personal emotional control programs don't work well in environments that accept violent punishment methods (Wangdi and Namgyel, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Singh and Kaur, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The traditional acceptance of corporal punishment in Timor-Leste affects the effectiveness of individual-focused efforts because such approaches do not challenge the cultural defence of physical disciplinary methods (UNICEF, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The research indicates that personal emotional control abilities need additional systemic changes that oppose and reshape conventional norms supporting brutal disciplinary actions within educational systems.\u003c/p\u003e \u003cp\u003eThe complete analysis of regression results demonstrates that Zero Violence training creates solutions for both individual and broader systemic problems. Zero Violence training delivers holistic educational changes through its dual impact on both providing teachers non-violent classroom tools and transforming their views about classroom leadership and student relationships. Successful international models that have proven effective, such as Brazil's \"Escolas de Paz,\" demonstrate that network-wide educational changes require altering institutional behavioural principles (Amaral \u0026amp; Ramos, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). To create lasting violence prevention programs, they need to combine key ideas from non-violent communication, restorative justice, empathy, and teaching that focuses on rights.\u003c/p\u003e \u003cp\u003eThis research shows that Zero Violence training creates a strong link to preventing violence because it provides teaching methods that are suitable for different cultures, going beyond just basic discipline. Through their training programs, teachers develop professional identities, which shift their identification from disciplinarian enforcers to development-oriented facilitators who show empathy for their students. Educational professionals trained in Zero Violence principles have enhanced capability to build supportive classrooms that support mental development while promoting student development, thus advancing goals of equal opportunities in education and peaceful coexistence.\u003c/p\u003e \u003cp\u003eReaders need to interpret the study results in light of Timor-Leste's past and present social features. Multiple sectors in Timor-Leste are shaped by psychological and cultural remnants of the nation's extensive history of colonial rule and systemic violence, including education (Shah \u0026amp; Quinn, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Rees et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Any school violence reduction program needs to specifically target historical and collective traumas as fundamental elements of the issue. The post-conflict environment in Timor-Leste makes zero-violence training programs with trauma-informed approaches especially effective because they facilitate reconciliation and healing processes. Education professionals serving areas of conflict need to develop competencies both in professional techniques and emotional strength as well as community well-being and institution trust repair.\u003c/p\u003e \u003cp\u003eThe results of this research also highlight critical considerations for the design and implementation of violence prevention programmes. Zero Violence interventions need to combine experiential learning methods, reflective opportunities and continuous professional support systems that work directly within educational institutions. Inside schools, experiential teaching methods along with peer mediation exercises combined with role-playing activities help students fully understand peaceful disciplinary strategies. It is essential to provide reflective spaces for teachers because these professional environments help process their encounters with authority along with discipline and conflict management for sustained change. The absence of proper support systems enables daily classroom stress combined with established cultural disciplinary traditions to overcome well-intended classroom behavioural modifications.\u003c/p\u003e \u003cp\u003eThe investigated study exhibited significant findings regarding how well policies match up with other systems. Teacher training initiatives need to operate under a national education reform blueprint to show their maximum results. To achieve success, teacher development initiatives need explicit policy measures that both ban corporal punishment and support child rights and positive disciplinary practices. To guarantee proper school-level policy enactment, teachers need rigorous mechanisms for monitoring and evaluation to ensure accountability. Teachers require training, empowerment, and support to battle organisational forces that would have them return to violent disciplinary practices.\u003c/p\u003e \u003cp\u003eA few vital constraints need proper consideration. The limited research sample containing 40 Baucau municipality teachers restricts the ability to make findings applicable to other parts of Timor-Leste. The implementation of Zero Violence and anger management programs faces varying reception and implementation based on differences in cultural traditions, educational financing, and historical patterns between municipalities. Research should increase its scope to include diverse teacher populations throughout different regions, thus improving study validity for communities beyond the Baucau municipality.\u003c/p\u003e \u003cp\u003eThis research used quantitative methods to show how training succeeded, but quantitative methods prevented deeper qualitative analysis of the whole picture. Future research in this field would profit from the addition of qualitative research methods that allow researchers to learn about teachers' personal experiences and their encounters with non-violent practices while gaining insight into environmental elements that influence their work. Qualitative data collection would yield important knowledge that assists training curriculum development and enables better adjustments to specific regional conditions.\u003c/p\u003e \u003cp\u003eThe research has demonstrated the essential nature of Zero Violence training for reducing violent teacher conduct as well as creating safety-orientated educational spaces in Timor-Leste. For violence prevention policies in schools to work successfully, teachers need more than emotional learning strategies since comprehensive, system-wide, culture-sensitive strategies need to become an essential part. Policymakers, educational leaders, and teacher educators need to fully support implementing more Zero Violence training while ensuring its effective cultural integration, sustainable implementation, and continuous assessment. To create a peaceful, development-orientated, and rights-respecting educational future for Timorese children, we must fully implement systemic, relational, and pedagogical strategies.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eA research analysis examined how Anger Control and Zero Violence training methods impacted primary school teachers in Timor-Leste who wish to prevent violent teaching practices. School teaching professionals who complete Zero Violence training exhibit stronger capabilities for implementing nonviolent educational practices that help produce more supportive and secure learning settings. The results of this study revealed that anger control training did not produce meaningful reductions in violent behaviour, yet it was an essential component within a holistic system to control violent action.\u003c/p\u003e \u003cp\u003eThis research demonstrates why it is essential to execute wide-ranging learning programs that account for local cultures and transform long-established violent disciplinary practices in Timorese educational facilities. The educational approach of Zero Violence training demonstrates potential as an effective method to teach teachers conflict resolution skills while transforming their disciplinary practices, which builds environments where student rights and psychological as well as dignity concerns matter.\u003c/p\u003e \u003cp\u003eThe development of non-violent teaching approaches represents an essential element that supports both student growth and helps Timor-Leste reach its social peace goals. The study results establish that sustained comprehensive initiatives must focus on school teacher training together with reforms in educational policy and transformations in school violence perceptions within society.\u003c/p\u003e "},{"header":"Recommendations","content":"\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003cp\u003eSeveral recommendations result from the research findings and analysis as follows:\u003c/p\u003e \u003cp\u003e1. \u003cb\u003eIntegration of Zero Violence Training into Teacher Education Programmes\u003c/b\u003e\u003c/p\u003e \u003cp\u003eAll educational institutions operating under ICFP and national teacher training colleges must establish the zero-violence methodology as a compulsory requirement for both pre-service teacher education and ongoing teacher training.\u003c/p\u003e \u003cp\u003e2. \u003cb\u003eExpansion of Training Programmes\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe positive results achieved in Baucau should push the Ministry of Education and its affiliated organisations to expand zero-violence training across all municipalities in Timor-Leste, especially in the rural areas, where they can benefit equally.\u003c/p\u003e \u003cp\u003e3. \u003cb\u003eCombination of Anger Management with Broader Psychological Support\u003c/b\u003e\u003c/p\u003e \u003cp\u003eAnger control works best in combination with holistic psychological care programs that provide trauma and classroom leadership methods in addition to stress management sessions. The implementation of emotional regulation techniques needs to take place inside a comprehensive teacher well-being and resilience development structure.\u003c/p\u003e \u003cp\u003e4. \u003cb\u003eCultural Adaptation and Community Engagement\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe training process needs to adapt to cultural standards by identifying native practices but simultaneously encourage modern approaches that defend human rights. Teacher training sessions should be supported by awareness programs targeting parents, alongside community figures and students, to transform public norms regarding corporal punishment acceptance.\u003c/p\u003e \u003cp\u003e5. \u003cb\u003eMonitoring and Evaluation Systems\u003c/b\u003e\u003c/p\u003e \u003cp\u003eOngoing training effectiveness assessment requires strong systems that include studies that monitor teachers' actions as well as student results over time. The training programs will undergo continuous improvement through established cycles of feedback.\u003c/p\u003e \u003cp\u003e \u003cb\u003e6\u003c/b\u003e. \u003cb\u003ePolicy Reform and Enforcement\u003c/b\u003e\u003c/p\u003e \u003cp\u003e National education policies should be implemented to prohibit corporal punishment and mandate nonviolent disciplinary methods through detailed guidelines, teacher assistance, and appropriate accountability measures to ensure compliance.\u003c/p\u003e \u003cp\u003e7. \u003cb\u003eFurther Research\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe future research plan needs more study on different groups of students and various research methods to learn about teachers' experiences and the long-term impact of training on teaching methods and students' mental health growth.\u003c/p\u003e \u003c/div\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAmaral, D. E. L. \u0026amp; Ramos, J. F. P. (2018). 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(2015). \u003cem\u003eBringing new life into the classroom in Timor-Leste\u003c/em\u003e. https://www.unicef.org/stories/bringing-new-life-classroom-timor-leste\u003c/li\u003e\n\u003cli\u003eWangdi, T., \u0026amp; Namgyel, S. (2022). Classroom to reduce student disruptive behavior: An action research. \u003cem\u003eMextesol Journal\u003c/em\u003e, \u003cem\u003e46\u003c/em\u003e(1), 1-11. https://doi.org/10.61871/mj.v46n1-16\u003c/li\u003e\n\u003cli\u003eWorld Health Organization. (2021). \u003cem\u003eCorporal punishment and health\u003c/em\u003e. https://www.who.int/news-room/fact-sheets/detail/corporal-punishment-and-health\u003c/li\u003e\n\u003cli\u003eWild, K., Young, F., de Araujo, G., Fernandes, A., Gomes, L., Kelly, L., \u0026amp; Taft, A. (2022). Healthcare responses to gender-based violence in Timor-Leste: women want empathy, information and safety from an integrated support system. \u003cem\u003eJournal of Interpersonal Violence\u003c/em\u003e, \u003cem\u003e37\u003c/em\u003e(23-24). https://doi.org/10.1177/08862605211072156\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Instituto Cátolico para a Formação de Professores (ICFP), Baucau, Timor-Leste","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Violence prevention, zero violence training, anger control, teacher training, and educational reform.","lastPublishedDoi":"10.21203/rs.3.rs-6793531/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6793531/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis research evaluates how anger management and zero-violence training help primary school teachers in Timor-Leste to prevent violence in their teaching. The quantitative method was applied, together with ANOVA and regression analysis methods. The SPSS software used to analyse the data collected from 40 teacher in ten primary schools in Baucau Municipality. Zero-violence training resulted in significant reductions in violent classroom behaviour among teachers, but individual anger management training did not have measurable impacts on their conduct. The research indicates that non-violent teaching methods work better than emotional management approaches alone for changing instructor conduct patterns. This analysis confirms the necessity of developing culturally respectful programs, which combine personal and environment-targeted strategies. The research results advance educational policy discussions about post-conflict reforms through their endorsement of Zero Violence Program implementation in teacher training curricula. The developers propose three strategic recommendations that focus on growing educational training sessions alongside enhanced tracking systems and education methods that encourage student-led learning to create peaceful classrooms. Future research should analyse the long-term effects, combined with environmental influences that affect the maintenance of non-violent teaching methods in Timor-Leste.\u003c/p\u003e","manuscriptTitle":"Influence of Anger Control and Zero Violence Training on the Prevention of Teachers' Violent Teaching Practices in Timor-Leste's School Learning Environment: A Quantitative Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-03 05:28:24","doi":"10.21203/rs.3.rs-6793531/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6469d17a-6fb5-4f23-846d-3ec5909fdc03","owner":[],"postedDate":"June 3rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":49337349,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2025-06-03T05:29:04+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-03 05:28:24","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6793531","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6793531","identity":"rs-6793531","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}