Antisocial behavior has a direct impact on the public elementary school setting. While considerable research has been conducted on collegiality in postsecondary schools, this study addressed the gap in practice concerning the lack of attention in regard to the impact of antisocial behavior on collegial relationships in the elementary school workplace. The purpose of this phenomenological study was to examine the perceptions of elementary faculty members regarding the effect of antisocial behavior on collegial relationships using the conceptual framework of systems theory which focuses on relationships in organizations. The central research question asked participants about experiences and perceptions of antisocial or counterproductive workplace behaviors. Data were analyzed for common themes and patterns using NVivo software. Findings included that antisocial behavior existed in elementary schools where teachers experienced and exhibited antisocial behaviors. In addition, female participants expressed their perceptions regarding negative workplace behaviors from other female coworkers, and veteran teachers experienced more antisocial behavior from other colleagues. Recommendations for action included incorporating conflict resolution training and conflict coaching for student teachers and faculty members and minimizing the traditional industrial age hierarchical structure by encouraging teacher leadership. Social change implications included fostering effective employee communication to deter negative behavior and to create an inclusionary culture that decreases attrition.
|Commitee:||Dawidowicz, Paula, Lynch, Kathleen|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 71/08, Dissertation Abstracts International|
|Subjects:||Educational leadership, Elementary education, Teacher education|
|Keywords:||Antisocial, Antisocial behavior among school staff, Antisocial behaviors in the workplace, Bullying, Collegiality, Elementary school, Incivility, Systems theory, Workplace|
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