Challenges of Workplace Mobbing Prevention in General Education Schools
Keywords:
Teacher administration relationship, interpersonal relations, behaviour, violence, schools, management
Abstract
Mobbing in general education schools goes beyond the organization, and not only the internal environment of schools but also a wider social context must be evaluated in creating prevention programs. Therefore, this study aims to review and highlight the specific challenges of mobbing prevention in general education institutions. The research was conducted using a semi-systematic review approach. First, a list of relevant terms, which were used to select thematically related articles in scientific databases, was formed. This was followed by reading abstracts and selecting articles for further analysis, which enabled to distinguish relevant categories of prevention challenges. The study has shown that the main challenges arise due to the used management models, inadequate responses of the school administration, the lack of information about mobbing and procedures for solving this problem as well as personal characteristics of the victim and the specific social context. A systematic approach is needed to create prevention programs and conduct research in general education institutions, which would allow not only to evaluate individual and organizational aspects but also to predict the threats arising in the school’s social environment and the ways to minimize them.
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References
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Bernstein, C., & Batchelor, T. P. (2022). Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well-being. South African Journal of Education, 42(2). https://doi.org/10.15700/saje.v42n2a2081
Čech, T., Cakirpaloglu, S. D., Štenclová, V. (2020). The perception of school climate by elementary school headmasters. In EDULEARN20 Proceedings (pp. 3756–3764). IATED.
Cemaloğlu, N. (2008). The course of mobbing experienced by school teachers and principals. BILIG, 46, 67–86.
Çetin, Z., Danacı, M. Ö. (2021). Exploring the Effect of Mobbing in Vocational Secondary Schools on Teacher Performance. Connectist: Istanbul University Journal of Communication Sciences, 61, 53–72. https://doi.org/10.26650/CONNECTIST2021-6199
Coskuner, S., Costur, R., Bayhan-Karapinar, P., Metin-Camgoz, S., Ceylan, S., Demirtas- Zorbaz, S., Aktas, E. F., Ciffiliz, G. (2018). Mobbing, organizational identification, and perceived support: Evidence from a higher education institution. Egitim Arastirmalari - Eurasian Journal of Educational Research, 73, 19–40. https://doi.org/10.14689/ejer.2018.73.2
Cowan, R. L., Clayton, E., Bochantin, J. (2021). Human resources as an important actor in workplace bullying situations: Where we have been and where we should go. Pathways of Job-related Negative Behaviour, 2, 477–494. https://doi.org/10.1007/978-981-13-0935-9_18
Deikus, M. (2017). Historical and Cultural Prerequisites for the Decline of the Significance of Truth: Cujus Regio, Ejus Religio? Business and Management Research, 6(3), 58–64. https://doi.org/10.5430/bmr.v6n3p58
Deikus, M. (2019). Readiness of Lithuanian Christian Organizations to Provide Assistance to Persons Suffering from Mobbing: Is the Potential Exploited? Public Security and Public Order, 22, 32–53. https://doi.org/10.13165/PSPO-19-22-03
Droppa, M., Birknerová, Z., Frankovský, M., Križo, P. (2018). Assessment of bossing in secondary school environment in the Slovak Republic, depending on the length of practice of the respondents. TEM Journal, 7(2), 355–365. https://doi.org/10.18421/TEM72-17
Efilti, E., Nazlı, B., Eid, K. (2020). Opinions of special education teachers on mobbing. African Educational Research Journal, 8, 170–179. https://doi.org/10.30918/AERJ.8S2.20.045
Gembalska-Kwiecień, A. (2020). Mobbing prevention as one of the challenges of a modern organization. Scientific Papers of Silesian University of Technology Organization and Management Series, 144, 71–85. https://doi.org/10.29119/1641-3466.2020.144.6
Grzesiuk, L., Szymańska, A., Jastrzębska, J., Rutkowska, M. (2022). The relationship between the manifestations of mobbing and reactions of mobbing victims. Medycyna Pracy, 73(1), 1–12. https://doi.org/10.13075/mp.5893.01002
Gulin, W. B. (2019). Mobbing in the Workplace-Causes and Consequences. 21st Century Pedagogy, 3(1), 14–19. https://doi.org/10.2478/ped21-2019-0002
Harlos, K., Gulseren, D., O'Farrell, G., Josephson, W., Axelrod, L., Hinds, A., & Montanino, C. (2023). Gender and perceived organizational support as moderators in the relationship between role stressors and workplace bullying of targets. Frontiers in Communication, 8, 1176846. https://doi.org/10.3389/fcomm.2023.1176846
Howard, J., Wasyliw, G., Cavanaugh, J. L. (2020). The Role of Psychopathic Traits in Workplace and School Violence. The Wiley International Handbook on Psychopathic Disorders and the Law, 933–955. https://doi.org/10.1002/9781119159322.ch38
İnandi, Y., Büyüközkan, A. S. (2022). The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey. South African Journal of Education, 42(1), 1–12. https://doi.org/10.15700/saje.v42n1a1990
Karmanov, M., Gladilina, M., Zavrazhin, I., Shubina, A., Sergeeva, S. (2022). Topical issues of the applied study of mobbing. Interacción y perspectiva: Revista de Trabajo Social, 12(1), 43–51.
Kollerová, L., Květon, P., Zábrodská, K., & Janošová, P. (2023). Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues. Social Psychology of Education, 1–18. https://doi.org/10.1007/s11218-023-09779-x
Kowal, J., Gwiazda-Sawicka, G. (2018). Mobbing as a problem in management ethics. Annales. Etyka w Życiu Gospodarczym, 21(5), 131–145. https://doi.org/10.18778/1899-2226.21.5.11
Leymann, H. (1993). Mobbing am Arbeitsplatz und wie man sich dagegen wehren kann (14 Aufl.). Reinbek: Rowohlt, 1993
Leymann, H. (1996/2008). The content and development of mobbing at work. European Journal of Work and Organizational Psychology, 5, 165–184. https://doi.org/10.1080/13594329608414853
Minárová, M., Benčiková, D., Malá, D., Smutný, F. (2020). Mobbing in a Workplace and Its Negative Influence on Building Quality Culture. SHS Web of Conferences, 74, 05014. https://doi.org/10.1051/shsconf/20207405014
Minibas-Poussard, J., Seckin-Celik, T., Bingol, H. B. (2018). Mobbing in higher education: Descriptive and inductive case narrative analyses of mobber behavior, mobbee responses, and witness support. Kuram ve Uygulamada Egitim Bilimleri, 18(2), 471–494. https://doi.org/10.12738/estp.2018.2.0018
Olweus, D., Breivik, K. (2014). Plight of victims of school bullying: The opposite of well-being. Handbook of child well-being. Ed. A. Ben-Arieh, F. Casas, I. Frønes, J.E. Korbin, 2593–2616. https://doi.org/10.1007/978-90 -481-9063-8_100
Peker, S., Inandi, Y., Giliç, F. (2018). The relationship between leadership styles (autocratic and democratic) of school administrators and the mobbing teachers suffer. European Journal of Contemporary Education, 7(1), 150–164. https://doi.org/10.13187/ejced.2018.1.150
Petrescu, C., Manghiuc, I. (2020). Mobbing at Work and the Impact of Employee Performance. Lumen Proceedings, 11, 273–282. https://doi.org/10.18662/lumproc/gekos2020/28
Poirier, C., Gelin, M., Mikolajczak, M. (2021). Creation and Validation of the First French Scale for Measuring Bore-Out in the Workplace. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.697972
Prevost, C., Hunt, E. (2018). Bullying and Mobbing in Academe:A Literature Review. European Scientific Journal, ESJ, 14(8), 1–15. https://doi.org/10.19044/esj.2018.v14n8p1
Samsudin, E. Z., Isahak, M., Rampal, S. (2018). The prevalence, risk factors and outcomes of workplace bullying among junior doctors: a systematic review. European Journal of Work and Organizational Psychology, 27(6), 700–718. https://doi.org/10.1080/1359432X.2018.1502171
Scheeler, M. C., Markelz, A., Taylor, J. C., Deshpande, D. S., & Wolfe, P. (2022). Teacher workplace bullying: how pervasive is the problem?. Teacher Education and Special Education, 45(2), 123-140. https://doi.org/10.1177/08884064211015698
Shvardak, M., Halus, O., Popovych, O., Ivanova, V., Molnar, T. (2021). Anti-mobbing Technology in the Conditions of an Educational Institution in Ukraine. Brain. Broad. Research in Artificial Intelligence and Neurosience, 12(3), 343–362. https://doi.org/10.18662/brain/12.3/235
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of business research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Tatar, B., Yüksel, Ş. (2019). Mobbing at workplace-psychological trauma and documentation of psychiatric symptoms. Noropsikiyatri Arsivi, 56(1), 57–62. https://doi.org/10.29399/npa.22924
Tretiak, O. P. (2022). Negative effects of mobbing among primary school teachers. ScienceRise: Pedagogical Education, 5(50), 23-27.
Uluöz, T., Yağci, E. (2018). Opinions of education administrators regarding the impact oftheir leadership features on the mobbing and organisational commitment of teachers. Amazonia Investiga, 7(16), 101–110.
Vural, M., Peker, A. T. (2018). Effect of the mobbing perceptions of physical education and sports teachers on the organizational commitment levels. Universal Journal of Educational Research, 6(12), 2841–2845. https://doi.org/10.13189/ujer.2018.061218
Vveinhardt, J. (2010). Mobbing in Lithuania: Situation of the division and the organisation on the levels of individual statements. Business: Theory and Practice, 11(3), 238–247. https://doi.org/10.3846/btp.2010.26
Vveinhardt, J. (2013). Mobingas kaip gero organizacijos klimato trikdys: ugdymo institucijų situacija. Globalizacijos iššūkiai ugdymo procesui: visuomenė ir kariuomenė, 74–84.
Vveinhardt, J., Minkute-Henrickson, R., Ahmed, R. R. (2016). Bulying and ethics in preparing specialists in higher education. INTED2016 Proceedings, 1, 5444–5450. https://doi.org/10.21125/inted.2016.0300
Wornham, D. (2003). A descriptive investigation of morality and victimisation at work. Journal of Business ethics, 45, 29–40. https://doi.org/10.1023/A:1024116327582
Yağci, E., Uluöz, T. (2018). Leadership styles of school administrators and its relation with the mobbing experience levels of social, science and mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 155–166. https://doi.org/10.12973/ejmste/78061
Zafar, R., Abid, G., Rehmat, M., Ali, M., Hassan, Q., Asif, M. F. (2022). So hard to say goodbye: impact of punitive supervision on turnover intention. Total Quality Management and Business Excellence, 33(5–6), 614–636. https://doi.org/10.1080/14783363.2021.1882844
Aras, A. (2019). The effect of mobbing levels experienced by music teachers on organizational commitment and job satisfaction. Eurasian Journal of Educational Research, 84, 28–56. https://doi.org/10.14689/ejer.2019.84.2
Bernstein, C., & Batchelor, T. P. (2022). Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well-being. South African Journal of Education, 42(2). https://doi.org/10.15700/saje.v42n2a2081
Čech, T., Cakirpaloglu, S. D., Štenclová, V. (2020). The perception of school climate by elementary school headmasters. In EDULEARN20 Proceedings (pp. 3756–3764). IATED.
Cemaloğlu, N. (2008). The course of mobbing experienced by school teachers and principals. BILIG, 46, 67–86.
Çetin, Z., Danacı, M. Ö. (2021). Exploring the Effect of Mobbing in Vocational Secondary Schools on Teacher Performance. Connectist: Istanbul University Journal of Communication Sciences, 61, 53–72. https://doi.org/10.26650/CONNECTIST2021-6199
Coskuner, S., Costur, R., Bayhan-Karapinar, P., Metin-Camgoz, S., Ceylan, S., Demirtas- Zorbaz, S., Aktas, E. F., Ciffiliz, G. (2018). Mobbing, organizational identification, and perceived support: Evidence from a higher education institution. Egitim Arastirmalari - Eurasian Journal of Educational Research, 73, 19–40. https://doi.org/10.14689/ejer.2018.73.2
Cowan, R. L., Clayton, E., Bochantin, J. (2021). Human resources as an important actor in workplace bullying situations: Where we have been and where we should go. Pathways of Job-related Negative Behaviour, 2, 477–494. https://doi.org/10.1007/978-981-13-0935-9_18
Deikus, M. (2017). Historical and Cultural Prerequisites for the Decline of the Significance of Truth: Cujus Regio, Ejus Religio? Business and Management Research, 6(3), 58–64. https://doi.org/10.5430/bmr.v6n3p58
Deikus, M. (2019). Readiness of Lithuanian Christian Organizations to Provide Assistance to Persons Suffering from Mobbing: Is the Potential Exploited? Public Security and Public Order, 22, 32–53. https://doi.org/10.13165/PSPO-19-22-03
Droppa, M., Birknerová, Z., Frankovský, M., Križo, P. (2018). Assessment of bossing in secondary school environment in the Slovak Republic, depending on the length of practice of the respondents. TEM Journal, 7(2), 355–365. https://doi.org/10.18421/TEM72-17
Efilti, E., Nazlı, B., Eid, K. (2020). Opinions of special education teachers on mobbing. African Educational Research Journal, 8, 170–179. https://doi.org/10.30918/AERJ.8S2.20.045
Gembalska-Kwiecień, A. (2020). Mobbing prevention as one of the challenges of a modern organization. Scientific Papers of Silesian University of Technology Organization and Management Series, 144, 71–85. https://doi.org/10.29119/1641-3466.2020.144.6
Grzesiuk, L., Szymańska, A., Jastrzębska, J., Rutkowska, M. (2022). The relationship between the manifestations of mobbing and reactions of mobbing victims. Medycyna Pracy, 73(1), 1–12. https://doi.org/10.13075/mp.5893.01002
Gulin, W. B. (2019). Mobbing in the Workplace-Causes and Consequences. 21st Century Pedagogy, 3(1), 14–19. https://doi.org/10.2478/ped21-2019-0002
Harlos, K., Gulseren, D., O'Farrell, G., Josephson, W., Axelrod, L., Hinds, A., & Montanino, C. (2023). Gender and perceived organizational support as moderators in the relationship between role stressors and workplace bullying of targets. Frontiers in Communication, 8, 1176846. https://doi.org/10.3389/fcomm.2023.1176846
Howard, J., Wasyliw, G., Cavanaugh, J. L. (2020). The Role of Psychopathic Traits in Workplace and School Violence. The Wiley International Handbook on Psychopathic Disorders and the Law, 933–955. https://doi.org/10.1002/9781119159322.ch38
İnandi, Y., Büyüközkan, A. S. (2022). The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey. South African Journal of Education, 42(1), 1–12. https://doi.org/10.15700/saje.v42n1a1990
Karmanov, M., Gladilina, M., Zavrazhin, I., Shubina, A., Sergeeva, S. (2022). Topical issues of the applied study of mobbing. Interacción y perspectiva: Revista de Trabajo Social, 12(1), 43–51.
Kollerová, L., Květon, P., Zábrodská, K., & Janošová, P. (2023). Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues. Social Psychology of Education, 1–18. https://doi.org/10.1007/s11218-023-09779-x
Kowal, J., Gwiazda-Sawicka, G. (2018). Mobbing as a problem in management ethics. Annales. Etyka w Życiu Gospodarczym, 21(5), 131–145. https://doi.org/10.18778/1899-2226.21.5.11
Leymann, H. (1993). Mobbing am Arbeitsplatz und wie man sich dagegen wehren kann (14 Aufl.). Reinbek: Rowohlt, 1993
Leymann, H. (1996/2008). The content and development of mobbing at work. European Journal of Work and Organizational Psychology, 5, 165–184. https://doi.org/10.1080/13594329608414853
Minárová, M., Benčiková, D., Malá, D., Smutný, F. (2020). Mobbing in a Workplace and Its Negative Influence on Building Quality Culture. SHS Web of Conferences, 74, 05014. https://doi.org/10.1051/shsconf/20207405014
Minibas-Poussard, J., Seckin-Celik, T., Bingol, H. B. (2018). Mobbing in higher education: Descriptive and inductive case narrative analyses of mobber behavior, mobbee responses, and witness support. Kuram ve Uygulamada Egitim Bilimleri, 18(2), 471–494. https://doi.org/10.12738/estp.2018.2.0018
Olweus, D., Breivik, K. (2014). Plight of victims of school bullying: The opposite of well-being. Handbook of child well-being. Ed. A. Ben-Arieh, F. Casas, I. Frønes, J.E. Korbin, 2593–2616. https://doi.org/10.1007/978-90 -481-9063-8_100
Peker, S., Inandi, Y., Giliç, F. (2018). The relationship between leadership styles (autocratic and democratic) of school administrators and the mobbing teachers suffer. European Journal of Contemporary Education, 7(1), 150–164. https://doi.org/10.13187/ejced.2018.1.150
Petrescu, C., Manghiuc, I. (2020). Mobbing at Work and the Impact of Employee Performance. Lumen Proceedings, 11, 273–282. https://doi.org/10.18662/lumproc/gekos2020/28
Poirier, C., Gelin, M., Mikolajczak, M. (2021). Creation and Validation of the First French Scale for Measuring Bore-Out in the Workplace. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.697972
Prevost, C., Hunt, E. (2018). Bullying and Mobbing in Academe:A Literature Review. European Scientific Journal, ESJ, 14(8), 1–15. https://doi.org/10.19044/esj.2018.v14n8p1
Samsudin, E. Z., Isahak, M., Rampal, S. (2018). The prevalence, risk factors and outcomes of workplace bullying among junior doctors: a systematic review. European Journal of Work and Organizational Psychology, 27(6), 700–718. https://doi.org/10.1080/1359432X.2018.1502171
Scheeler, M. C., Markelz, A., Taylor, J. C., Deshpande, D. S., & Wolfe, P. (2022). Teacher workplace bullying: how pervasive is the problem?. Teacher Education and Special Education, 45(2), 123-140. https://doi.org/10.1177/08884064211015698
Shvardak, M., Halus, O., Popovych, O., Ivanova, V., Molnar, T. (2021). Anti-mobbing Technology in the Conditions of an Educational Institution in Ukraine. Brain. Broad. Research in Artificial Intelligence and Neurosience, 12(3), 343–362. https://doi.org/10.18662/brain/12.3/235
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of business research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Tatar, B., Yüksel, Ş. (2019). Mobbing at workplace-psychological trauma and documentation of psychiatric symptoms. Noropsikiyatri Arsivi, 56(1), 57–62. https://doi.org/10.29399/npa.22924
Tretiak, O. P. (2022). Negative effects of mobbing among primary school teachers. ScienceRise: Pedagogical Education, 5(50), 23-27.
Uluöz, T., Yağci, E. (2018). Opinions of education administrators regarding the impact oftheir leadership features on the mobbing and organisational commitment of teachers. Amazonia Investiga, 7(16), 101–110.
Vural, M., Peker, A. T. (2018). Effect of the mobbing perceptions of physical education and sports teachers on the organizational commitment levels. Universal Journal of Educational Research, 6(12), 2841–2845. https://doi.org/10.13189/ujer.2018.061218
Vveinhardt, J. (2010). Mobbing in Lithuania: Situation of the division and the organisation on the levels of individual statements. Business: Theory and Practice, 11(3), 238–247. https://doi.org/10.3846/btp.2010.26
Vveinhardt, J. (2013). Mobingas kaip gero organizacijos klimato trikdys: ugdymo institucijų situacija. Globalizacijos iššūkiai ugdymo procesui: visuomenė ir kariuomenė, 74–84.
Vveinhardt, J., Minkute-Henrickson, R., Ahmed, R. R. (2016). Bulying and ethics in preparing specialists in higher education. INTED2016 Proceedings, 1, 5444–5450. https://doi.org/10.21125/inted.2016.0300
Wornham, D. (2003). A descriptive investigation of morality and victimisation at work. Journal of Business ethics, 45, 29–40. https://doi.org/10.1023/A:1024116327582
Yağci, E., Uluöz, T. (2018). Leadership styles of school administrators and its relation with the mobbing experience levels of social, science and mathematics teachers. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 155–166. https://doi.org/10.12973/ejmste/78061
Zafar, R., Abid, G., Rehmat, M., Ali, M., Hassan, Q., Asif, M. F. (2022). So hard to say goodbye: impact of punitive supervision on turnover intention. Total Quality Management and Business Excellence, 33(5–6), 614–636. https://doi.org/10.1080/14783363.2021.1882844
Published
2023-08-29
How to Cite
Vveinhardt, J., & Jakucionyte, I. (2023). Challenges of Workplace Mobbing Prevention in General Education Schools. Journal of the University of Zulia , 14(41), 390-403. https://doi.org/10.46925//rdluz.41.21
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Papers
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