Volume 1, Number 2, 2015


Workplace Bullying in EducationThe purpose of this research was to examine the lived experiences of elementary school educators facing workplace bullying within the public school system settings. This qualitative inquiry used the hermeneutic phenomenological design. Constructivism served as the theoretical framework for this study because it allowed the participants and the researcher to collaboratively construct reality through the interpretation of data (Eichelberger, 1989). The advocacy/participatory worldview supported the researcher’s efforts to provide a voice to marginalized and disempowered individuals (Patton, 2002). The researcher interviewed six elementary school educators and three major themes emerged from the data. The themes included: (a) experiences with workplace bullying, (b) coping, and (c) environmental factors contributing to workplace bullying. All of the participants were female and over forty-years-old. All of the participants experienced bullying after taking medical leave due to preexisting health issues, which caused more stress and anxiety. As a coping mechanism, all of the participants found the teachers union ineffective in solving their disputes. Lastly, the participants felt that nepotism and favoritism served as environmental factors contributing to the workplace bullying. This findings in this research presented recommendations for the counseling profession. The first recommendation is for counselors to improve their empathy toward victims of workplace bullying so clients feel validated in therapy. In addition, it is recommended that counselors receive training on the prevalence, symptomatology and procedures to help victims of workplace bullying.


Permanent link to this article: http://sites.tamuc.edu/bullyingjournal/volume-1-number-2-2015/

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