The phenomenology of principal mistreatment: teachers’ perspectives
Abstract
This article, the first empirical study of its kind, presents findings from a larger qualitative study of principal mistreatment of teachers. A grounded theory method was used to study a sample of 50 US teachers who were subjected to long‐term mistreatment from school principals. The authors discuss descriptive, conceptual, and theoretical findings about principals’ actions that teachers define as mistreatment. In addition, the inductively derived model briefly looks at the harmful effects of principal mistreatment and abuse on teachers, psychologically/emotionally and physically/physiologically. Implications of study findings are discussed for administrator and teacher preparation, for school district offices, and for further research.
Keywords
Citation
Blase, J. and Blase, J. (2003), "The phenomenology of principal mistreatment: teachers’ perspectives", Journal of Educational Administration, Vol. 41 No. 4, pp. 367-422. https://doi.org/10.1108/09578230310481630
Publisher
:MCB UP Ltd
Copyright © 2003, MCB UP Limited