Exploratory Sequential Mixed Methods was used in carrying out this research since Teacher Bullying (TB) is not yet thoroughly explored in the Philippines. In the first phase, a narrative inquiry was administered to extract significant experiences of teachers in terms of "bullying forms" and its "effects" on their teaching performance and well-being, as well as their perceived "interventions" that can address the issue. The data gathered were utilized in building an instrument for the second phase. Consequently, Exploratory Factor Analysis was employed to uncover "factors of TB", and Multiple Response Analysis to determine "common effects of TB" and "needed interventions on TB". There were twenty forms of teacher bullying identified and were grouped into four factors, namely, Work Performance – Related Bullying, Interpersonal Dimension – Related Bullying, Psychosocial Dimension – Related Bullying and Classroom Management – Related Bullying. The common effects of teacher bullying on performance are “lost focus”, “demotivated” and “unachieved targets” while common effects on well-being include “low morale”, “loss of confidence” and “sleeping disorder”. Results further showed that interventions needed are “increase awareness”, “engage stakeholders” and “develop personal habits". Ultimately, the "support mechanism" developed to address teacher bullying have the following components: prevention, intervention, and monitoring and evaluation (PRIME) wherein each component represents a set of actions. This study confirmed that there are dimensions of teacher bullying which are unique in each school, thus, the support mechanisms to be implemented must be school-based and managed by a created committee in school which would be responsible to perform relevant tasks.
Eric Bordios, The University of Southeastern Philippines and Angel Villarica Central School, The Philippines
Carmelita Martinez, University of Southeastern Philippines, The Philippines
Stream: Educational Policy, Leadership, Management and Administration
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