Workplace Bullying Among Teachers

Ariza-Montes, Antonio; Muniz, Monalisa; Leal-Rodríguez, Antonio L.; Leal‐Millán, Antonio

doi:10.1097/jom.0000000000000804

Cited by 22 publications

(19 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Work stress was one of the most important occupational factors reported in empirical studies, and was always strongly and positively related to bullying [33,35,36,49,62]. The odds ratios varied from 1.38 [49] to 4.96 [36].…”

Section: Resultsmentioning

confidence: 99%

Risk Factors for Workplace Bullying: A Systematic Review

Feijó

Gräf

Pearce

et al. 2019

IJERPH

View full text Add to dashboard Cite

Objective: The goal of this study was to systematically review risk factors for workplace bullying. Methods: The search was carried out in two databases. Studies with estimates of risk factors for workplace bullying were included in the review. We assessed the quality of the selected studies using an adapted version of the Downs and Black checklist. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Meta-analyses of Observational Studies in Epidemiology (MOOSE) guidelines were used for reporting papers. Results: Fifty-one papers were included, and 70.6% were from European countries. Women were reported to be at higher risk of being bullied in most studies (odds ratio (OR) from 1.17 to 2.77). Authoritarian and laissez-faire leadership styles were positively associated with bullying. Several psychosocial factors, such as stress (OR from 1.37 to 4.96), and occupational risks related to work organization, such as flexible work methods, role conflict, role ambiguity, monotonous or rotating tasks, high demands, pressure of work, and unclarity of duties were strongly associated with bullying. Discussion: The findings highlight the central role of organizational factors in bullying. Policies to prevent bullying must address the culture of organizations, facing the challenge of developing a new management and leadership framework.

show abstract

Section: Resultsmentioning

confidence: 99%

Risk Factors for Workplace Bullying: A Systematic Review

Feijó

Gräf

Pearce

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Results from a European Working Conditions Survey showed that a total 48.7% of European teachers have experienced some form of mobbing and bullying. The survey was conducted among 261 European teachers using the Job-Demand-Resources instrument (JD-R model) (32).…”

Section: Discussionmentioning

confidence: 99%

Exposure to mental load and psychosocial risks in kindergarten teachers

Čecho

Svihrova

Čecho

et al. 2019

Slovenian Journal of Public Health

View full text Add to dashboard Cite

Introduction Published research studies in Central Europe have been mostly oriented toward occupational stress among schoolteachers. The aim of this study is to investigate the level of occupational stress in kindergarten teachers and to specify psychosocial risks associated with their work. Methods The study was conducted by using a Meister questionnaire and a Psychosocial risk questionnaire. The data collection was obtained from kindergarten teachers in 2017. The survey link with request was sent to participants via email. A total 287 questionnaires from 67 kindergarten schools were collected. Results 192 (66.9%) teachers perceived their work as mentally burdensome. Teachers who perceived their work as mentally non-burdening were more likely to report autonomy in their work (p=0.001), fair performance evaluation (p=0.010), sufficient family time (p=0.005), a health-protected workplace (p=0.000) and absence of violence and bullying (p=0.042). Teachers with a university degree perceiving work as mentally burdensome reported that their work was not adequately assessed (p=0.034). Teachers over 45 years of age with school practice of over 20 years reported injustice in evaluating work performance against younger colleagues (p=0.000). Conclusion Kindergarten teachers reported overloading, time pressure, and high responsibility, but considered their work interesting. However, changing the way teachers work in schools can reduce teacher resignation and improve teachers’ well-being.

show abstract

“…Many applications of occupational stressor-strain models have treated workplace bullying as an outcome variable [24][25][26][27]. By applying the strain hypothesis within the JDC model, we first aimed to treat workplace bullying as a job demand and to analyze this stressor alongside 'traditional' job stressors of role overload and low job control.…”

Section: Introductionmentioning

confidence: 99%

The Relationships of Experiencing Workplace Bullying with Mental Health, Affective Commitment, and Job Satisfaction: Application of the Job Demands Control Model

Steele

Rodgers

Fogarty

2020

IJERPH

View full text Add to dashboard Cite

There have been very few theoretical models published to understand the relationship between workplace bullying and different outcome variables. Applying the Job Demands Control (JDC) model, this study analyzed workplace bullying alongside ‘traditional’ job stressors of role overload and low job control to determine the relative associations of each with mental health and wellbeing. These relative associations have not been well documented. Data were obtained from an organizational climate questionnaire administered to 21 Australian Defence Force units (n = 3193). Results indicated that the correlations between bullying and psychological distress (r = 0.39), job satisfaction (r = −0.28), and affective commitment (r = −0.22) were all significant and for some outcomes greater than those involving the traditional job stressors. Furthermore, for each of these three outcomes, bullying contributed incremental variance after controlling for other job demands. These results support earlier claims that workplace bullying requires the same attention given to traditional work stressors. The JDC model provides a strong theoretical base to investigate workplace bullying. Testing against other stressors allows for consideration of the broader context of workplace bullying when managing the workforce.

show abstract

Workplace Bullying Among Teachers

Cited by 22 publications

References 66 publications

Risk Factors for Workplace Bullying: A Systematic Review

Risk Factors for Workplace Bullying: A Systematic Review

Exposure to mental load and psychosocial risks in kindergarten teachers

The Relationships of Experiencing Workplace Bullying with Mental Health, Affective Commitment, and Job Satisfaction: Application of the Job Demands Control Model

Contact Info

Product

Resources

About