The Impact of Workplace Bullying on Primary School Teachers and Principals     

Declan Fahie  Dympna Devine 《Scandinavian Journal of Educational Research》2014,58(2):235-252

While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach.  相似文献   

Blackboard bullies: workplace bullying in primary schools     

Declan Fahie 《Irish Educational Studies》2014,33(4):435-450

This paper offers a comprehensive examination of the ‘lived experience’ of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal – all of whom who believe themselves to have been targets of workplace bullying in their schools – the paper presents their personal narratives as representative inductive exemplars. Each of these case studies highlight the far-reaching impact of negative workplace interaction for both individuals and the wider school community and, in so doing, provide a voice for a hithertofore silent minority. Through a Foucauldian analysis of the complex exercise of power which is at the heart of all bullying relationships, this study reveals the key role of management and organisational cultures to both the experience and incidence of adult bullying in primary schools, as well as the critical importance of leadership in framing the nature of professional relationships in school organisations.  相似文献   

Using the dynamic approach to school improvement to promote quality and equity in education: a European study     

Kyriakides  Leonidas  Charalambous  Evi  Creemers  Bert P. M.  Antoniou  Panayiotis  Devine  Dympna  Papastylianou  Dona  Fahie  Declan 《Educational Assessment, Evaluation and Accountability》2019,31(1):121-149

Educational Assessment, Evaluation and Accountability - This paper presents the results of a European study investigating the extent to which the Dynamic Approach to School Improvement (DASI) can...  相似文献