Educators' subjective experiences of workplace bullying within a perceived neoliberalist education system

Una contribución a la conceptualización del maltrato al profesorado

“…A partir de entonces, los trabajos que fueron apareciendo abordaron esta cuestión desde diferentes perspectivas. Para referirse al maltrato sufrido por el profesorado se han utilizado expresiones como bullying (Adewusi, 2021;Asio, 2019;Billett et al, 2019;Burns et al, 2020;Foley et al, 2015;Garrett, 2014;Gul et al, 2022;Hunt Mitchell, 2016;Kauppi & Pörhölä, 2012;Kõiv, 2015;Pervin & Turner, 1998;Riley et al, 2011;Terry, 1998;Woudstra et al, 2018); violencia sufrida por el profesorado (Anderman et al, 2018;Chen & Astor, 2009;Espelage et al, 2013;McMahon et al, 2020;Prpi , 2019;Reddy et al, 2018;Wilson et al, 2011); victimización del profesorado (Byongook et al, 2021;Curran et al, 2019;Martinez et al, 2016;Moon et al, 2020;Moon & McCluskey, 2016;Sungu, 2015;Yang et al, 2019); y workplace bullying o staff bullying (Cemalo lu, 2011;De Wet & Jacobs, 2013;Duncan & Riley, 2005;Jacobs & Teise, 2019;Kollerová et al, 2023;Riley et al, 2011;Scheeler et al, 2022). En este trabajo pondremos el foco en las definiciones que consideran el maltrato al profesorado como parte del fenómeno del bullying o maltrato en la escuela.…”

COVID-19, the global education project and technology: Disrupting priorities towards rethinking education

“…Worldwide enrolment figures are increasing (Wolhuter, 2020), in productionline fashion but inequalities persist (Jacobs, 2016;Petitfils, 2015). Education has been deintellectualised and is increasingly being commodified (Petitfils, 2015) and all boils down to measurement, performativity and competition (Coetzee, 2019;Jacobs & Teise, 2019). Education systems are, furthermore according to Schultz (2017, p. 1) "inextricably linked to coloniality, defined not only as an unjust economic model, but also as a racialised, androcentric, and class-based hierarchy of knowing and being which still marginalises non-western cultures and histories".…”

Challenges in Education – Policies, Practice and Research

“…Teachers all over the world report high levels of stress and burnout In South Africa, in particular, teachers find themselves at the intersection of structural problems related to provision of quality education and the broader socio-economic landscape, with mounting the demands on them (Wessels & Wood, 2019) This has been shown to negatively affect health, engagement and job satisfaction (Simbulaa et al, 2012;Wang & Geng, 2019) Reports in scholarly and popular media describe teachers as demotivated, highly stressed and generally not able to achieve the organizational goal namely to ensure quality education (Wessels & Wood, 2019) Causes of their distress vary from a lack of resources, classroom overcrowding, heavy teacher-to-learner ratios (between 1:40 to 50), excessive administrative duties, diverse cultural and psychosocial needs, exposure to bullying and sexual harassment from management, colleagues, learners and parents, violence at school and in the community (Jacobs & Teise, 2019;Mkuzo, 2020;Wessels & Wood, 2019) It is essential to nurture the well-being of teachers to better equip them to be supportive, caring and able to tackle the difficult circumstances they work in (Cherrington, 2017;Wessels & Wood, 2019) Recently, these challenges have been amplified by the Covid-19 pandemic with school management, teachers, learners and parents having to adapt to a whole new way of schooling These changes the material and social inequality in South Africa and the high levels of anxiety and uncertainty put a lot of pressure on all parties, making an investigation into school well-being and teacher wellbeing, in particular, very topical Despite some misgivings about WWPs, improved teacher well-being has been linked it to preventing burnout and chronic stress-related conditions (Hansen, Buitendach, & Kanengoni, 2015;Smetackova et al, 2019); managing job stressors like workload, classroom sizes and management issues and leading to job satisfaction, improved professional skills, and positive teacher leadership (Cherkowski, 2018) High levels of teachers' well-being can also help mitigate the emotional demands of interpersonal relationships with learners enhancing learning (Spilt, Koomen, & Thijs, 2011) and encouraging positive behavior (Roffey, 2012) Against this background, we investigate the lived experiences of a small sample of South African teachers with regard to official WWPs…”