Teacher Workplace Bullying: How Pervasive is the Problem?

Mary Catherine Scheeler, Andrew Markelz, Jonte C. Taylor, Divya S. Deshpande, Pamela Wolfe

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
JournalTeacher Education and Special Education
DOIs
StateAccepted/In press - 2021

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint

Dive into the research topics of 'Teacher Workplace Bullying: How Pervasive is the Problem?'. Together they form a unique fingerprint.

Cite this