Educator-on-Educator Workplace Bullying: A Phenomenological Study

Autor/in	de Wet, N. C.
Titel	Educator-on-Educator Workplace Bullying: A Phenomenological Study
Quelle	In: Africa Education Review, 8 (2011) 3, S.450-466 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2011.618654
Schlagwörter	Phenomenology; Bullying; Work Environment; Interviews; Teacher Behavior; Peer Relationship; Victims; Foreign Countries; Qualitative Research; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Power Structure; Teacher Characteristics; South Africa + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Mobbing; Arbeitsmilieu; Interviewing; Interviewtechnik; Teacher behaviour; Lehrerverhalten; Peer-Beziehungen; Victim; Opfer; Ausland; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Husserlian phenomenology was used as the philosophical underpinning for this study, since its purpose is to describe human experience as it is lived by educators who have experienced workplace bullying. In-depth interviews were conducted with participants identified by means of the snowball sampling technique. Colaizzi's method for descriptive phenomenology was used to analyse the data. The findings provide insight into the nature of educator-on-educator workplace bullying, the characteristics of the bullying educators and their victims, as well as the consequences of this scourge. Guidelines for the development of an anti-bullying policy for the prevention of workplace bullying are also given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01