Today’s blogger is Amy Orange, an Assistant Professor at University of Houston–Clear Lake, whose recently published article “Workplace Bullying in Schools: Teachers’ Perceptions of Why They Were Mistreated” appears in the latest issue of The Educational Forum. In that article, she shares her research on teachers who have suffered mistreatment.
As educators, we are familiar with student bullying in schools and various ways to address the problem.
What isn’t publicly discussed as much is workplace bullying in schools. Yet workplace bullying in educational settings is more prevalent than in other environments (Fahie & Devine, 2014), with the exception of nursing (Berry, Gillespie, Fisher, & Gormley, 2016).
When I looked at the reasons why teachers felt bullied by their administrators, few patterns emerged that showed a single clear factor that led to teachers being targeted. Some felt it was because of their age and others felt that their own behaviors, such as being outspoken or questioning their principals, may have led to the mistreatment.
Others felt that their administrators were jealous of them, either personally or professionally. Some teachers perceived that it was simply about power and that their administrators needed to exert power over them for unknown reasons. Ultimately, most of them will never know why an administrator targeted them, but the perceptions they shared with me are their realities (see my piece in this issue of The Educational Forum).
Interestingly, when discussing my research with colleagues or at conferences, I’ve had some ask whether the teachers who felt bullied were “bad” teachers, as if that somehow excuses the administrators’ behaviors.
Others have asked how I know whether the teachers I spoke with were really bullied without talking to administrators too, as if the teachers’ perceptions of what happened to them were not valid without the administrators’ discussing their perspectives. If people feel bullied, it is real to them and they will react accordingly; it has consequences for their performance at work, their desire to stay in the profession, and their mental health.
Even if it is a misunderstanding or misperception, it should be dealt with so that both the teacher and administrator reach an agreement about how to positively work together and treat each other with professional courtesy.
Prior research found a connection between low autonomy and the likelihood of being bullied in the workplace (Baillien, De Cuyper, & De Witte, 2011; Bowling & Beere, 2006). Therefore, one potential approach to managing this crisis is to increase the amount of autonomy teachers have in the workplace; hopefully this could contribute to decreases in workplace bullying in schools. Another approach may be to change the culture of the workplace. Changing workplace cultures that condone bullying, rather than refusing to deal with the problem, is not easy; but everyone deserves to work in an environment that is not harmful.
There are no simple solutions to this problem. One of the major issues with addressing workplace bullying is that we can’t create policies to make people treat others decently—kindness can’t be legislated. But we need to hold adults in schools to the same standards we do students and create the expectation of treating people with respect.
KDP is proud to partner with Routledge to share an essay from the current issue of The Educational Forum with the education community. Access the article at Taylor and Francis Online, free through October 31, 2018.