Teacher Workplace Bullying: How Pervasive is the Problem?. (May 2022)

• Record Type: Journal Article
• Authors: Catherine Scheeler, Mary; Markelz, Andrew; Taylor, Jonte C.; Deshpande, Divya S.; Wolfe, Pamela
• Is Part Of: Teacher education and special education. Volume 45:Number 2(2022)
• Page Start: 123
• Page End: 140
• Publication Date: 2022-05
• Subjects: general special education -- teacher characteristics -- teacher leadership -- attrition -- teacher preparation policy/service delivery -- retention -- teacher preparation policy/service delivery -- elementary education; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/08884064211015698
• Languages: English
• ISSNs: 0888-4064

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.