Workplace bullying and its role in the teacher's perception of the school climate

Abstract

The quality of the education and training process is closely linked to the overall quality of the school climate and interpersonal relationships, and the concept of bullying in the workplace, is more and more related to the school environment when it involves forms of psychological attacks among teachers. It is logical that if this negative phenomenon occurs in the school environment, it is a serious ethical problem that can fundamentally influence the quality of the climate in the school and therefore also the functioning of the school as an educational institution. The main objective of our study was to map out how basic school teachers perceive their workplaces and interpersonal relationships within them. The partial aim of this research was to find out how school climate teachers perceived being victims or witnesses to the bullying of their colleagues compared to teachers without this negative experience. To obtain the data a one-dimensional assessment scale was used to measure the perception of the social climate among the teaching staff. A Negative Acts Questionnaire (NAQ-R) questionnaire was used to identify teachers who experienced bullying at the workplace (bystanders and victims). The research sample consisted of 313 basic school teachers from the Olomouc Region, of which 59 were men and 254 women. The results of the survey point to the fact that teachers who have been victims or witnesses of mobbing perceive the climate of the teaching staff signifi cantly more negatively than teachers without this negative experience.