Antecedents and Consequences of Workplace Bullying in Primary Education: An Exploratory Study

Introduction And Background

Education psychologists are concerned about bullying in primary schools, as millions of children worldwide experience violence and bullying at school (Meehan et al., 2023). Bullying is linked to physical and psychological problems and poor academic outcomes (Zych, 2021). One must understand how bullying affects students' development to prevent and intervene. However, most studies have focused on bullying in urban schools in European-American contexts, leaving rural schools in underdeveloped nations unexplored (Cunningham, 2022). Workplace bullying is a ubiquitous issue affecting workers worldwide, including in the education sector (Cowan, 2012). In the context of primary education, workplace bullying can have similar harmful impacts on educators, staff, and students (Cruz et al., 2021).

Bullying is defined as “a pattern of repeated harmful behavior that involves a power imbalance between the perpetrator(s) and the victim(s). It can manifest in various ways, including physical aggression, verbal abuse, and social marginalization. Individuals or groups can perpetrate bullying. It can occur in various contexts, including face-to-face interactions, online communication, and indirect forms such as gossip and rumor spreading. Even though bullying occurs in workplaces and schools, it has not received much attention until recent years. Employers keep workplace bullying covert for fear of tarnishing their company's reputation and profitability.

Workplace bullying and harassment are distinct terms. Bullying is the repeated, unwanted exercise of physical, social, or emotional power against an individual, resulting in physical or emotional harm (Saunders et al., 2007). It is associated with adverse outcomes such as anger, aggression, violence, hyperactivity, and externalizing problems that further lead to delinquent and antisocial behaviors (D. Olweus, 1994). Harassment, on the other hand, includes unwanted and hurtful interactions specific to one's race, color, religion, sex, age, disability, or national origin and affects one's working conditions or decisions related to one's job. Workplace harassment is studied using several terminologies, such as bullying, incivility, social undermining, and abusive supervision. Despite these differences, they all share a common feature of negative workplace interactions that cause harm to the target individual. “Bullying” is used instead of “harassment” for historical and cultural reasons. Bullying is commonly used in research, awareness campaigns, and interventions targeting such situations (Smith & Brain, 2000). Thus, “bullying” has gained increased public recognition.

Bullying is fundamentally an abuse of power not limited to physical violence but also includes verbal intimidation and professional undermining. This mistreatment can come from anyone, not necessarily a manager or superior. It can be linked to antisocial personality disorder and/or childhood abuse. Ostracism and excessive supervision are also common signs of bullying behavior. However, many fail to recognize these characteristics and view them as an inevitable personality clash that must be tolerated. Several factors, such as personality traits, organizational structure, and work environment, influence the prevalence of bullying in primary schools. Studies suggest that individuals with low self-esteem and high neuroticism are more likely to be bullied (Glambek et al., 2014). In addition, organizational factors, such as poor leadership, a lack of supportive policies and procedures, and a toxic organizational culture, can foster an environment conducive to bullying. Workplace bullying can be exacerbated by occupational characteristics such as a heavy workload and an uncomfortable working environment.

Bullying affects students' academic performance, social life, and mental health, increasing their risk of anxiety, depression, and other issues in adulthood. Students who frequently bully others are more likely to engage in criminal activities and have negative consequences. Despite anti-bullying laws and prevention programs, the problem of bullying persists. Addressing this issue requires a comprehensive character-building approach to foster positive values such as compassion and respect, which can deter bullying behaviors (Bosworth & Judkins, 2014). This approach entails implementing strategies at the school and classroom levels to cultivate a positive peer culture. Research supports this approach as a solution to the problem of bullying in schools.