Primary School Teacher's Experience with Mobbing and Teacher's Self-Efficacy Perceptions

Celep, Cevat; Eminoglu, Evrim

doi:10.1016/j.sbspro.2012.06.332

Cited by 9 publications

(6 citation statements)

References 12 publications

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“…It was concluded that teachers who were the victims of mobbing in educational organizations suffered from chronic fear and anxiety (Blase and Blase, 2002;Blase and Blase, 2007), showed some physical symptoms of fatigue, headache, and stomach ache (Dick and Wagner, 2001), wanted to be transferred to other organizations (Cabrera, 2012), were frequently absent from work (Cabrera, 2012) their organizational loyalty dwindled (Okçu, 2011), experienced stress and occupational exhaustion accompanied by declining satisfaction with their work and life (Dick and Wagner, 2001;Karakuş and Çankaya, 2012), and they had a low level of perception of self-sufficiency (Celep and Eminoğlu, 2012). Teachers maltreated by the school administrator find it difficult to adapt themselves to their institutions, feel lonely, and experience problems in their relationships within the school (Blase and Blase, 2004).…”

Section: Introductionmentioning

confidence: 99%

Examining Relationships between School Administrators’ Humor Behaviors and Teachers’ Mobbing Experiences According to Teacher Perceptions

Cemaloğlu¹,

Recepoğlu²,

Şahin³

et al. 2014

IOJES

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The purpose of this study was to identify school administrators' humor behaviors as perceived by teachers and to determine the relationships between the school administrators' perceived humor behavior and mobbing experienced by teachers. Data was obtained from 459 teachers chosen by systematic sampling. Results indicated that teachers described negative attitudes mostly encountered as "refusal to take their ideas and opinions into consideration," "hiding information that would affect their performance from them", and "humiliation suffered as a result of being assigned to works below the level of their competence." Teachers believed that school administrators generally had "Appreciative humor" and "productive-social humor" attitudes. While there was a negative and significant relationship between positive humor behaviors and mobbing, there were also positive and significant relationships between negative humor behaviors and mobbing. Sarcastic humor and rejective humor were the significant predictors of mobbing.

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Section: Introductionmentioning

confidence: 99%

Examining Relationships between School Administrators’ Humor Behaviors and Teachers’ Mobbing Experiences According to Teacher Perceptions

Cemaloğlu¹,

Recepoğlu²,

Şahin³

et al. 2014

IOJES

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“…The scale was developed by Einarsen and Raknes (1997) and then adapted into Turkish by Cemaloğlu (2007). The scale is a 21-itemed, unidimensional self-assessment scale consisting of 5 items in the Likert type, ranging from "Never" (1) to "Everyday" (5). The Cronbach's Alpha internal consistency reliability coefficients of the scale were calculated as .83 for whole scale.…”

Section: Instrumentationmentioning

confidence: 99%

Mobbing and Social Network Analysis

Tekşen

Cemaloğlu

2023

TSSJ

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The aim of this research is to find out the level of mobbing experience of teachers working in educational institutions and to determine the network characteristics of both the social networks of the organizations where mobbing behavior is common and the participants in these networks. The target population of the research consists of teachers working in a province in Türkiye. The sample of the population was determined by cluster sampling method. In total, 376 teachers in 30 schools were reached, but 11 questionnaires were removed during the pre-analysis data scanning phase, and the remaining 365 questionnaires were analyzed. “Negative Acts Questionnaire” and “Social Network Analysis Questionnaire” were used as data collection tools in the research. SPSS 21.0 and UCINET 6 statistical package programs were used for the analysis of the data obtained in the research, and "frequency", "mean" and "multi-network measurements" were used in data analysis. As a result of the research, it is determined that the average level of mobbing experience of teachers in the organizations participating in the research is low. In addition, three organizations where mobbing is common is determined and the social network structures of these organizations is examined. It is observed that the average degrees and network densities are generally low in these organizations. In addition, these organizations generally show a low level of transitivity. In addition, it is evaluated that some of the participants in the social networks of these organizations may be victims of mobbing, considering that they have a low overall degree. As a support to this finding, it is observed that the participants in question have higher internal and external closeness, low betweenness and low eigenvector values compared to other participants in the organization.

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“…Nota: Elaboración Propia. la misma institución educativa (6 a 10 años), años bajo la misma administración (6 a 10 años); así mismo, los maestros que tienen una vinculación por contrato son más vulnerables al acoso que quiénes tienen una vinculación laboral directa: de igual manera, se encontró relación entre la baja percepción de autoeficacia y la percepción de mobbing encontrando que prima el acoso laboral aplicado entre colegas respecto el ejercido en otro tipo de relaciones laborales, este estudio encontró que el mobbing afecta negativamente la autoeficacia del docente al parecer porque las personas se sienten psicológicamente agotadas y han perdido su capacidad profesional (Celep & Eminoglu, 2012).…”

Section: Algunos Hallazgos Empíricosunclassified

Acoso Laboral (Mobbing): Riesgo Psicosocial Emergente Invisible

Torres

2020

Rev. Interam. Psicol. Ocup.

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Resumen El acoso laboral o mobbing es considerado uno de los riesgos psicosociales emergentes, a pesar de la relevancia de esta problemática, aún se percibe la invisibilidad de este riesgo en las organizaciones. Este artículo de revisión presenta una perspectiva conceptual y teórica sumada a la exposición del vacío empírico y a las consecuencias del acoso laboral. En definitiva se encuentra que el acoso laboral se presenta como un proceso sistemático de desarrollo en la organización y persistente en el tiempo; así como la importancia de los perfiles de víctima / acosador y los factores organizacionales enmarcados en los factores de riesgo psicosocial intralaboral y riesgo psicosocial emergente, aun invisible para las organizaciones.

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Primary School Teacher's Experience with Mobbing and Teacher's Self-Efficacy Perceptions

Cited by 9 publications

References 12 publications

Examining Relationships between School Administrators’ Humor Behaviors and Teachers’ Mobbing Experiences According to Teacher Perceptions

Examining Relationships between School Administrators’ Humor Behaviors and Teachers’ Mobbing Experiences According to Teacher Perceptions

Mobbing and Social Network Analysis

Acoso Laboral (Mobbing): Riesgo Psicosocial Emergente Invisible

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