Revista

de la

Universidad

del Zulia

Fundada en 1947

por el Dr. Jesús Enrique Lossada

DEPÓSITO LEGAL ZU2020000153

Esta publicación científica en formato digital

es continuidad de la revista impresa

ISSN 0041-8811

E-ISSN 2665-0428

Ciencias

Sociales

y Arte

Año 14 N° 41

Septiembre - Diciembre 2023

Tercera Época

Maracaibo-Venezuela

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Challenges of Workplace Mobbing Prevention in General Education

Schools

Jolita Vveinhardt*

Ieva Jakucionyte**

ABSTRACT

Mobbing in general education schools goes beyond the organization, and not only the internal

environment of schools but also a wider social context must be evaluated in creating

prevention programs. Therefore, this study aims to review and highlight the specific challenges

of mobbing prevention in general education institutions. The research was conducted using a

semi-systematic review approach. First, a list of relevant terms, which were used to select

thematically related articles in scientific databases, was formed. This was followed by reading

abstracts and selecting articles for further analysis, which enabled to distinguish relevant

categories of prevention challenges. The study has shown that the main challenges arise due to

the used management models, inadequate responses of the school administration, the lack of

information about mobbing and procedures for solving this problem as well as personal

characteristics of the victim and the specific social context. A systematic approach is needed to

create prevention programs and conduct research in general education institutions, which

would allow not only to evaluate individual and organizational aspects but also to predict the

threats arising in the school’s social environment and the ways to minimize them.

KEYWORDS: Teacher administration relationship, interpersonal relations, behaviour,

violence, schools, management.

* Professor, Department of Management, Faculty of Economics and Management, Vytautas Magnus University,

K. Donelaicio 52, Kaunas, 44244, Lithuania. ORCID: https://orcid.org/0000-0001-6231-9402. Е-mail:

jolita.vveinhardt@vdu.lt.

** MBA Student, Department of Management, Faculty of Economics and Management, Vytautas Magnus

University, K. Donelaicio 52, Kaunas, 44244, Lithuania. ORCID: https://orcid.org/0000-0002-9272-4692. Е-

mail: ieva.jakucionyte@stud.vdu.lt

Recibido: 12/04/2023 Aceptado: 16/06/2023

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Desafíos de la prevención del acoso laboral en las escuelas de educación

general

RESUMEN

El acoso laboral en las escuelas de educación general va más allá de la organización, y al crear

programas de prevención se debe evaluar no sólo el entorno interno de las escuelas sino

también un contexto social más amplio. Por lo tanto, este estudio tiene como objetivo revisar y

resaltar los desafíos específicos de la prevención del mobbing en las instituciones de educación

general. La investigación se realizó mediante un enfoque de revisión semisistemática. En

primer lugar, se formó una lista de términos relevantes, que se utilizaron para seleccionar

artículos temáticamente relacionados en bases de datos científicas. A esto le siguió la lectura de

resúmenes y la selección de artículos para un análisis más detallado, lo que permitió distinguir

categorías relevantes de desafíos de prevención. El estudio ha demostrado que los principales

desafíos surgen debido a los modelos de gestión utilizados, las respuestas inadecuadas de la

administración escolar, la falta de información sobre el mobbing y los procedimientos para

resolver este problema, así como las características personales de la víctima y el contexto social

específico. Se necesita un enfoque sistemático para crear programas de prevención y realizar

investigaciones en las instituciones de educación general, lo que permitiría no sólo evaluar los

aspectos individuales y organizacionales sino también predecir las amenazas que surgen en el

entorno social de la escuela y las formas de minimizarlas.

PALABRAS CLAVE: Relación docente administración, relaciones interpersonales,

comportamiento, violencia, escuelas, gestión.

Introduction

Treating workplace mobbing as an analogy to a serious and often fatal disease,

prevention should become one of the most important concerns of the leader of any

organization. This is especially relevant in general education schools, where dynamic and

complex social relationships are formed and develop both among teachers themselves and

between teachers and representatives of the younger generation, who take over not only

knowledge but also ethical standards and models of social relationships. Therefore, in this

context, psychological violence manifesting itself in teacher interrelationships has deeper

moral consequences for the society, since ethical standards are also taught by a personal

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example (Wornham, 2003), while violent behaviour is primarily a “product” of the

environment that reinforced maladaptive coping strategies (Howard et al., 2020).

Victims of mobbing in general education institutions are usually attacked in the areas of

communication and social relationships (Droppa et al., 2018). As a result, they experience not

only negative physical and psychological consequences but also lose motivation and become

reluctant to contribute to the organization’s development, their own or their pupils’ academic

improvement (Akbasli et al., 2020; İnandi & Büyüközkan, 2022). Although toxic, violence-

prone personalities are present in many organizations, mobbing outbreaks manifest

themselves in far from all of them. Therefore, in recent decades, researchers focus on

organizational factors creating conditions for conflicts that grow into colleague persecution

(Cowan et al., 2021; Gulin, 2019; Shvardak et al., 2021). Creation of special preventive

programmes for building a positive work environment as well as constructive and efficient

methods of fighting such pathologies as mobbing can reduce the likelihood that mobbing will

occur (Gulin, 2019). However, the specifics of organizations differ, and in schools, mobbing

exists in the context of interactions between teachers, pupils and parents (Čech et al., 2020);

therefore, when creating prevention programmes for general education institutions, the

specific challenges arising in the complex ecosystem of schools must be understood. This study

aims to review and highlight the specific challenges of mobbing prevention in general

education institutions.

The research was conducted using a semi-systematic approach, which is also called a

narrative review. This approach is useful when it is aimed to provide an overview of a

particular problem or topic that distinguishes itself by different conceptualizations or to

summarize the state of knowledge and set the agenda for further research (Snyder, 2019). In

the first stage of the research, the list of relevant terms, which were used to select articles in

scientific databases, was formed. The second stage involved delving into the information given

in the abstracts of the articles while selecting and classifying empirical studies. In the third

stage, the categories describing the relevant challenges of workplace mobbing prevention were

distinguished and discussed.

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1. Results and discussion

1.1. The concept of mobbing and its manifestation in organizations

To describe violence causing particularly serious consequences, two terms emphasizing

the workplace are often used in the literature: “workplace mobbing” and “workplace bullying”.

The first, proposed by Leymann (1993), differentiates bullying of colleagues in the workplace

from the term “mobbing” used by researchers investigating animal behaviour. Meanwhile, the

second term separates specific conflicts taking place among employees from toxic

relationships between pupils. The latter were referred to by Olweus as bullying in the 1970s

(Olweus & Breivik, 2014). In order to avoid the confusion of terms, Leymann (1996) proposed

using the term “mobbing”, leaving “bullying” exclusively to describe the interrelationships

among pupils. Nevertheless, both terms are often used synonymously, although in the

workplace context, they describe similar but not identical processes.

According to the definition proposed by Leymann (1996), it is maintained that mobbing

is destructive behaviour that the victim experiences for at least six months and at least once a

week, when the attack is performed by more than one person (Coskuner et al., 2018; Grzesiuk

et al., 2022; Vveinhardt et al., 2016). Meanwhile, the term bullying is used to describe

situations in the work environment where constant negative and aggressive behaviour of

colleagues or managers is encountered (Samsudin et al., 2018). In the latter case, it is not

necessarily indicated how often such behaviour recurs and how long it lasts, how many

persons are involved in the attack.

Leymann (1996) grouped mobbing actions according to five contexts of communication

in the work environment, when a person suffers in the areas of communication, social

relationships, reputation, work tasks and health. The causes of attacks can be the person’s

abilities, popularity, age and other factors (Kowal & Gwiazda-Sawicka, 2018; Petrescu &

Manghiuc, 2020). Meanwhile, aggressors often distinguish themselves by impulsivity and

narcissism (Çetin & Danacı, 2021). The victim’s situation is aggravated by the fact that the

person is attacked not by one person but by a group of persons (Efilti et al., 2020; Minibas-

Poussard et al., 2018; Shvardak et al., 2021).

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The specifics of mobbing determine that it causes huge damage to psychological and

physical health, the quality of personal and family life and may lead to suicide (Karmanov et al.,

2022; Poirier et al., 2021; Leymann, 1996). At the same time, mobbing has a negative impact on

the entire organization, undermining operational efficiency and overall prestige (Coskuner et

al., 2018; Gembalska-Kwiecień, 2020; Minárová et al., 2020).

1.2. The specifics of mobbing in general education institutions

The phenomenon in question can be found in every organization, both in the public and

private sectors; however, studies show that in the education sector, destructive behaviour

attributed to mobbing is still particularly common (Efilti et al., 2020; Shvardak et al., 2021;

Vveinhardt, 2010). Although education is an important process in every person’s life, helping to

become a useful member of the society, it is observed that employees working in this sector

face many challenges affecting their job satisfaction and job quality, and one of them is

mobbing (Aras, 2019). In addition, it is observed that the quality of interrelationships between

employees has been deteriorating in recent decades (Droppa et al., 2018).

Research shows that mobbing is related to teacher burnout (İnandi & Büyüközkan,

2022) and generally increases overall employee turnover in the organization (Shvardak et al.,

2021). The most common victims of mobbing are teachers who suffer from school principals

(Cemaloğlu, 2008; Efilti et al., 2020). This happens due to power imbalance, as the person

occupying a higher position has more power (Tatar & Yüksel, 2019). Meanwhile, school

leaders themselves often suffer not from subordinates but from other persons such as parents,

representatives of national authorities, etc. (Cemaloğlu, 2008).

Analysing the sociodemographic criteria, it should be accentuated that, as in many

other areas of professional activity, the individual’s gender is not the criterion that makes him a

target of mobbing, unlike the position held and seniority. That is, lower positions and shorter

period of employment are associated with greater risk of attacks (Peker et al., 2018; Prevost &

Hunt, 2018). Other risk factors, whose management poses specific challenges, are presented in

Table 1.

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Table 1. Specific challenges of mobbing prevention in schools

Category

Topic

Source

Year

Country

manifestation of mobbing

Lack of

information

Limited information about legal

procedures related to unethical

behaviour worsens the position of

teachers in the organization

Çetin & Danacı

2021

Turkey

A small share of managers is able to

identify mobbing and take

appropriate actions to deal with it

Shvardak et al.

2021

Ukraine

Personality and

context

Teacher exhaustion was positively

related to pupils’ disruptive

behaviour and victimization due to

workplace bullying and negatively

related to social support from

management

Kollerováet al.

2023

Czech

Republic

Teachers work in the environment

characterised by excessive

requirements, constantly increasing

workload, and a lack of supportive

resources. This environment

promotes stress, anger,

disappointment and aggression as

well as acts of bullying

Bernstein &

Batchelor

2022

South

Africa

Emotional commitment promotes

teachers to stay in the organization

Vural & Peker

2018

Turkey

Having professional knowledge does

not guarantee high personal morals

and ethics

Wornham

2003

United

Kingdom

Patterns of relationships between

teachers, pupils and parents form a

specific climate

Čech et al.

2020

Czech

Republic

Pupils and parents indirectly

contribute to mobbing by creating

negative opinion about the victim

Shvardak et al.

2021

Ukraine

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Thus, four areas posing significant challenges can be distinguished, which should be

addressed when creating and developing mobbing prevention in general education

institutions. Each of them will be briefly discussed below.

1.3. Favourable conditions for manifestation of mobbing in general education

institutions

Management model. Management style is one of the key factors influencing behaviour

among employees (Uluöz & Yağci, 2018); thus, the choice of the management model can both

increase and decrease the risk of mobbing (Peker et al., 2018; Zafar et al., 2022). In addition to

that, it is necessary to take into account such risk factors as the organizational structure, long

working hours, poor distribution of work, unclear promotion opportunities, etc. (Uluöz &

Yağci, 2018).

Heads of general education institutions, applying the autocratic management model,

tend to follow strict rules and operate according to a strict hierarchy in their activities (Peker

et al., 2018), this way prioritizing not the teacher’s psychological state but the necessity of

performing assigned tasks, and in case of transgressions, a system of penalties is applied (Zafar

et al., 2022). Democratic management, distinguishing itself by flexible decision-making and a

more horizontal structure, is associated with a lower risk of mobbing (Yağci & Uluöz, 2018).

On the one hand, mobbing has a negative affect on the climate of the educational institution

(Akbasli et al., 2020), on the other hand, the better the leaders understand the school climate,

the less negative experiences of interpersonal relationships are recorded (Čech et al., 2020).

Administration responses. The response of the educational institution’s administration to

conflict situations determines further development of teachers’ interpersonal relationships.

Ignoring teachers’ complaints paves the way for the spread of destruction in interpersonal

relationships (Çetin & Danacı, 2021). This is one of the main actions of administration,

hindering avoidance of mobbing at various levels of the organization (İnandi & Büyüközkan,

2022; Shvardak et al., 2021). Such inadequate reactions are often determined by the lack of

knowledge and competence of the management (Shvardak et al., 2021; Vveinhardt, 2013).

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Lack of information. The lack of information about the phenomenon, coping opportunities and

special knowledge not only aggravates responses but also hinders preventive decision-making.

Managers who have sufficient knowledge of human relationships and their management can

exert more influence than those who rely only on their status and power (Akbasli et al., 2020).

In addition, due to limited access to information or scant opportunities for updating it in

various training courses, not only managers but also teachers do not know the laws protecting

them, legal documents regulating behaviour in interrelationships, which is why they cannot

apply them in practice (Çetin & Danacı, 2021). Therefore, managers cannot evaluate the

seriousness of the situation, while the situation is further complicated by reluctance to assume

responsibility for decisions (Shvardak et al., 2021).

Personality and social context. Often, important decision-making, reporting inappropriate

behaviour to management or leaving the organization are hindered by individual reasons.

Individuals who feel emotional commitment to the organization are more likely to stay in the

unfavourable work environment (Vural & Peker, 2018). In addition, enduring of colleagues’

attacks is promoted by responsibility for the family’s financial well-being (Zafar et al., 2022).

Another sensitive area is the morale of school employees. Research shows that values and

moral aspects of interpersonal relationships play a significant role in conflicts (Deikus, 2017;

2019); therefore, according to Wornham (2003), moral and ethical ideas and related issues

must become part of discussions about victimization at work. This would contribute to the

development of a clearly defined prevention policy.

Furthermore, a wider social context, whose important part is pupils’ parents, must be

considered too (Čech et al., 2020; Tretiak, 2022). According to Tretiak (2022), there are

situations when parents submit a complaint to the school principal who, without taking a

deeper look at the situation, takes the side of parents and tries to force the teacher to resign.

Intertwining relationships between parents, pupils, teachers and administration show how

specific school environment is. In it, pupils and parents can contribute to the creation of a

negative opinion about a particular teacher, this way creating a favourable context for

mobbing (Shvardak et al., 2021).

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Conclusions

This study aimed to review and highlight challenges of mobbing prevention, arising in

the context of general education institutions, which are referred to as specific. The highlighted

problems draw the attention of practitioners to sensitive areas of educational organizations

and are also significant for further scientific research that would help develop mobbing

prevention programmes in educational organizations.

When creating the prevention system, four interrelated groups of problems must be

evaluated. The management style applied by managers in the organization can create

unfavourable conditions for mobbing to occur or, conversely, promote interpersonal conflicts.

The lack of conflict management competencies, which prevents adequate decision-making or

promotes ignoring the problem, contributes to that. The lack of knowledge of the phenomenon

itself and of the opportunities to deal with it is relevant both for school administration and

teachers, whose situation is aggravated by the commitment to the school and family members,

which promotes persecution to endure for a long time.

Solving the above-mentioned problems poses challenges not only in the education

sector; nevertheless, two topics warrant special attention. The unresolved moral constituent of

interpersonal relationships compromises education itself and may contribute to the spread of

workplace violence in the long term when present pupils become employees or managers

themselves. In addition, general education schools distinguish themselves from other

organizations by a specific ecosystem in which interpersonal relationships between pupils,

their parents, teachers and administration develop. Pupils and their parents are that group of

stakeholders which integrally participates in the life of the organization. Therefore, they

should be involved not only in the policy of informing about mobbing issues but also in the

discussions on ethical aspects of interpersonal relationships. Thus, a systematic approach must

be followed to create preventive programmes and conduct research in general education

institutions, enabling not only to evaluate individual and organizational aspects but also to

foresee the threats arising in the school’s social environment and the ways of minimising them.

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