Psychological harassment among Ontario secondary school teachers.
Published: 2005
Language: eng
Number of pages: 180
Description: This qualitative study, using semi-structured interviews and an interview guide, examines the perceptions of six Ontario secondary school teachers who have experienced workplace psychological harassment, and identifies the characteristics and effects of this problem, the coping mechanisms employed, and victims' awareness and effectiveness of related policies and procedures. Using convenience sampling, volunteer participants consisted of Ontario secondary school teachers who had experienced psychological harassment by a superior and/or colleague within the past two years. Interviews were transcribed and analyzed according to the research questions' key variables. The results indicate psychological harassment is predatory and dispute-related, escalatory, and can include a single incident; affects victims psychologically, physiologically, and behaviourally; affects school operations, student development, and absenteeism; that third party intervention and exit are the most effective coping mechanisms to stop harassment, that victims are largely unaware of related policies and procedures, and that these are largely ineffective.
Notes: Source: Masters Abstracts International, Volume: 44-01, page: 0066.

Thesis (M.A.)--University of Toronto, 2005.

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