Analyzing abusive school leadership practices through the lens of social justice

Abstract

Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.

Principal's abusive leadership and teachers' intrinsic and extrinsic motivations: the moderating roles of duration of relationship and group size

“…Therefore, it is reasonable to assume that abusive leadership harms school teachers' motivation as well. This is consistent with claims that abusive school leadership has a negative influence on teachers' performance, productivity, turnover, well-being, and health (Khumalo, 2019, 2021). In one of the rare studies about the effect of abusive school leadership on American teachers, it was found that half of the teachers experienced fear, depression, low self-esteem, and a decrease in work motivation (Blase et al.…”

Getting nowhere, going elsewhere: the impact of perceived career compromises on turnover intentions

“…People who work in the education sector tend to be motivated by both material rewards and an intrinsic desire to make a positive difference for students or society (Ahluwalia and Preet, 2019; Imran et al , 2017), so studying the influence of their materialism and idealism on their responses to career-related frustrations is highly pertinent. Moreover, abilities to shield themselves from destructive leadership styles and have a say in organizational decision making are two important features that employees in this education sector tend to seek and value (Khumalo, 2019; Oplatka and Stundi, 2011), so exposures to abusive supervision and experiences of decision autonomy may have notable influences on their reactions to their beliefs that they have had to make compromises in their careers. From a more general perspective, by focusing on one industry sector, I diminish the chances that pertinent industry characteristics influence the tested relationships, such as the supply and demand of valuable employees or the costs associated with the decision to leave an organization (Amankwaa and Anku-Tsede, 2015; Joo et al , 2015).…”

Abusive School Leadership Practices and Teacher Dissenting Voices: Analysis through Nancy Fraser and Miranda Fricker

“…Abusive supervision does have ramifications on the individual, school as an organization, the family of the abused individual, the health of the abused and the education system. (Khumalo, 2019). The effect on the victim is that not only his/her health is affected but also suffers emotionally and their well-being is greatly affected (Duffy, Ganster, & Pagon, 2002;Hobbler & Brass, 2006).…”