Exploring the Effect of Mobbing in Vocational Secondary Schools on Teacher Performance

Yıl 2021, Sayı: 61, 53 - 72, 31.12.2021

Zeynep Çetin , Miray Özözen Danacı

https://doi.org/10.26650/CONNECTIST2021-6199

Öz

Recent psychological and physical harm to teachers preventing educational institutions from achieving their objectives has motivated our investigation into the effect of mobbing in vocational secondary schools on the performance of teachers. It has been predicted that the person subject to mobbing may work more efficiently due to higher ambition or fear culture or on the contrary may have a lower performance. Thus, the present study was designed to determine the relationship between mobbing in educational institutions and performance. The study sample consists of 251 teachers; 130 females and 121 males, employed in the vocational secondary schools of the Ministry of National Education in the province of Düzce. The data collection tools used in this study were chosen by taking into account the variables to be measured and included the Personal Information Form which consisted of gender, vocation seniority, branch, educational level, and age information of teachers in secondary schools, the Mobbing Scale consisting of 23 items and developed by Özözen-Danacı (2009), and the Teacher Performance Enhancement Survey, a 5-point Likert scale consisting of 26 items. Results of the study indicated a significant negative relationship between mobbing and performance; female teachers were more exposed to mobbing than male teachers; and, junior teachers suffered the most from mobbing. Awareness of the mobbing phenomenon and necessary preventive measures in education institutions, the informing of teachers and educators and the general consciousness between school personnel about mobbing should be ensured.

Anahtar Kelimeler

Education, teacher, performance, mobbing, psychological violence

Mesleki Ortaöğretim Kurumlarında Yaşanan Psikoşiddetin Öğretmen Performansına Etkisinin İncelenmesi

Öz

Sanayileşme ve iş yaşamına yönelimin artmasıyla dikkatleri üzerine çeken ve psikolojik saldırganlığın kapsamında açıklanan psikoşiddet olgusu son yıllarda eğitim sektöründe de okullarda görev yapan öğretmenlere, psikolojik ve fiziksel zararlar vermesinin yanı sıra eğitim kurumlarının amaçlarını gerçekleştirmelerine de engel olmaktadır. Bu bağlamda mesleki ortaöğretim kurumlarında yaşanan psikolojik şiddetin öğretmen performansına etkisinin araştırılmasına ihtiyaç duyulmuştur. Çalışmanın örneklemini 2009-2010 eğitim öğretim yılı, Düzce ili Milli Eğitim Bakanlığı’na bağlı resmî mesleki ortaöğretim kurumlarında görev yapan 130 kız, 121 erkek olmak üzere toplam 251 öğretmen oluşturmaktadır. Araştırmada veri toplamak amacıyla mesleki ortaöğretim kurumları öğretmenlerine yönelik hazırlanan Kişisel Bilgi Formu, 23 maddeden oluşan Özözen-Danaci’nin (2009) oluşturduğu Psikoşiddet Ölçeği ve 26 maddeden oluşan beşli likert tipi Öğretmenlerin Performans Anketi yer almaktadır. Araştırma sonuçlarına göre, psikoşiddet olgusu ile performans arasında ters yönlü anlamlı bir ilişki olduğu, psikolojik şiddet yükseldiğinde performansın düştüğü, bayan öğretmenlerin erkek öğretmenlere kıyasla daha çok psikoşiddete maruz kaldığı ve psikoşiddetin en çok, mesleki kıdemi düşük öğretmenler üzerinde uygulandığı saptanmıştır. Elde edilen bulgulara göre önerilerde bulunulmuştur..

Anahtar Kelimeler

Eğitim, öğretmen, performans, psikoşiddet, mobbing

Kaynakça

• Alan, H. & Fidanboy, C. (2013). Relationships between cynicism, burnout and personality: An investigation in the context of information sector employees. Journal of Suleyman Demirel University Social Sciences Institute Journal Office Management Special Issue, (1), 165−176.
• Basaran, I. E. (1985). Management of occupational services in organizations. Ankara: Faculty of Education Sciences Publishing, No:139.
• Blase, J. & Blase, J., (2003). The phenomenology of principal mistreatment: Teacher perspectives. Journal of Educational Administration, 41(4), 367–422.
• Bursalioglu, Z. (2008). New structure and behavior in school management. Ankara: Pegem Academy Publishing, 19 Edition.
• Caglayan, A. (2005). Moral compass: Ethics and values education. Istanbul: Dem Publishing.
• Davenport, N. Z. (1999). Mobbing in workplace: Is it an epidemic?, Article of Postgraduate, 13,1–3.
• Demirel, Y. (2009). A research on the comparison of psychological abuse behaviors among public institutions. No:1, Tisk Akademy.
• Erdogan, G. (2005). Mobbing (işyerinde psikolojik taciz). Journal of Turkish Bar Association, 83, 318-352.
• Field, T. (1996). Bullying in sight: How to predict, resist, challenge and combat’, Success Unlimited, Oxfordshire, Box 67.
• Freud, S. (1913). Interpretation of dream. 3rd edition. Translation in English:Brill A A. Macmillan. New York.
• Helvaci, A. (2002). Performance evaluation is the key to performance management. Journal of Ankara University Institute of Educational Sciences, Education Management Economics and Planning, 35(1-2), 155-167.
• Hoel, H., Einarsen, S. & Cooper, C. L. (2002). Bullying and emotional abuse in the workplace: International perspectives in research and practice. London & New York: Taylor & Francis e-Library, 11. Edition.
• Kilic, S. T. (2006). Mobbing (mobbing practices in the workplace), personal effects, organizational and social costs. Master Thesis, Eskisehir, Anadolu University, Eskisehir, Turkey.
• Kilic, T., Ciftci, S. & Sener, F. (2016). Mobbing and related factors in health workers. Journal of Management Healthy and Nursing, 2(3), 65−72.
• Leymann, H. & Gustafsson, A. (1996). Mobbing at work and the development of post-traumatic stress disorders. European Journal of Work and Organizational Psychology, 5(2), 251−275.
• Lodge, D. (2001). Thinks. New York, NY: Viking Publishing, 342.
• Okutan, E. & Sututemiz, N. (2015). Mobbing and personality relationship: A case study on service sector employees. Journal of Knowledge Economy and Management, 5(1), 1−14.
• Ozdemir, M. Z. (2013). Mobbing applied to private hospital employees in Istanbul and mobbing applied to private hospital employees in Anatolia. Master Thesis, Istanbul Bilim University Institute of Social Sciences, Istanbul, Turkey.
• Ozozen, D. M. (2009). The Scale of Teachers’ Performance Perception. Unpublished Dissertation Sakarya: University of Sakarya.
• Palinkas, L.A., Aarons, G.A., Horwitz, S., Chamberlain, P., Hurlburt, M. & Landsverk, J. (2011). Mixed methods designs in implementation research. Adm Policy Ment Health, 38(1), 44–53.
• Ravisy, P. (2000). Le Harcélement moral au travail. Paris: Delmas.
• Rivers, I., Poteat, V., Noret, N. & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211−224.
• Salin, D. (2001). Prevalence and forms of bullying among business professionals: A comparison of two different strategies for measuring bullying. Eurian Journal of Work Organ Psychology, 10,425−441.
• Solmus, T. (2005). Trauma at work: Sexual harassment and emotional bullying / harassment. Journal of Mobbing, Work, Speed, Industrial Relations and Human Resources, 7(2), 6–7.
• Tekin, D. (2016). A review of psychological violence on master theses. Journal of Work and Human, (1), 31−41.
• Tutar, H. (2004). Psychological violence at work. 3rd Edition, Ankara: Platin Publishing.
• Yaman, E. (2009). Mobbing Scale: Study of validity and reliability Educational Sciences In Theory And Practice, 12(1), 967-988.
• Yildiz, S. M. (2016). Mobbing behaviors in the workplace affect the organizational citizenship behavior of employees of sports and physical activity enterprises. Journal of Dokuz Eylul University Social Sciences Institute, 18(1), 165−180.
• Zapf, D. (1999). Organizational work group related and personal causes of mobbing/bullying at work, International Journal of Manpower, 20, 70−85.
• Zippel, K. (2003). Individual versus Collective Strategies. Review of Policy Research 20(1), 97- 175.