Teacher Workplace Bullying: How Pervasive Is the Problem?

Autor/inn/en	Catherine Scheeler, Mary; Markelz, Andrew; Taylor, Jonte C.; Deshpande, Divya S.; Wolfe, Pamela
Titel	Teacher Workplace Bullying: How Pervasive Is the Problem?
Quelle	In: Teacher Education and Special Education, 45 (2022) 2, S.123-140 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Catherine Scheeler, Mary) ORCID (Markelz, Andrew) ORCID (Taylor, Jonte C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211015698
Schlagwörter	Bullying; Work Environment; Incidence; Special Education Teachers; Elementary School Teachers; Secondary School Teachers; Individual Differences; Interprofessional Relationship; Measurement Techniques + Suchen Sie Ihr Suchwort? Mobbing; Arbeitsmilieu; Vorkommen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Individueller Unterschied; Messtechnik
Abstract	Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire--Revised to examine three constructs of workplace bullying--personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01