Researchers on bullying have given little attention to workplace bullying. This study examined the frequency among teacher-to-teacher bullying in the public school environment. From a sample of 318 teachers in 18 elementary, five high school, and three unit districts, rates of bullying were identified by three negative act sub-factors—work-related, person-related, and physically intimidating related bullying. Teacher demographics were utilized to determine if certain subsets of the population were more susceptible to bullying than others.
This study collected and analyzed data using a mixed-methods approach. Six questions were developed to address the purpose of the study and to provide the context within which data were gathered to answer the questions. The Negative Acts Questionnaire-Revised was utilized for the purpose of measuring exposure to bullying in the workplace. Six demographic questions preceded the 22 questions of the Negative Acts Questionnaire-Revised. One self-identifying question asked at the conclusion of the survey whether the participant identified as a bully, onlooker, or victim. The qualitative portion of the study examined laws as well as school district documents to determine how teachers were informed of anti-workplace bullying policies.
Statistical significance was found between teachers who had less than 10 years of teaching experience and teachers with 10-30 years of teaching experience for the work-related and person-related bullying. Teachers with graduate degrees reported higher frequency of encountering negative acts compared to teachers with bachelor degrees. The difference was found to be statistically significant in all three sub-factors. There were no significant statistical differences found with gender, age, grade level taught, or teaching experience for the physically intimidating sub-factor. One percent of the teachers (n = 3) perceived themselves as bullies; 72.6 percent of the teachers (n = 231) self-identified as onlookers; and 18.9 percent (n = 60), self-identified as a victim of bullying by another teacher. There are currently no federal or state laws; or Illinois School Codes that address workplace bullying. One school district of the 26 had anti-bullying workplace policy language. In this study, the highest frequency of encountering negative acts related to having your opinion ignored, or being ignored or excluded.
|Advisor:||Webb, Carol E.|
|Commitee:||Halverson, Dean, Sheng, Bridget Z., Yager, Stuart O.|
|School:||Western Illinois University|
|School Location:||United States -- Illinois|
|Source:||DAI-A 77/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Occupational psychology|
|Keywords:||Negative acts, Teacher bullying, Workplace bullying|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be