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1 – 10 of 12Margaret Hodgins, Sarah MacCurtain and Patricia Mannix-McNamara
Bullying affects at least one-third of the workers through either direct exposure or witnessing, both of which lead to compromised health, and as a result, reduced organizational…
Abstract
Purpose
Bullying affects at least one-third of the workers through either direct exposure or witnessing, both of which lead to compromised health, and as a result, reduced organizational effectiveness or productivity. However, there is very little evidence that organisations provide effective protection from bullying, and in fact, the converse appears to the case. The purpose of this paper to explore the role of both individual and organisational power in the creation and maintenance of the problem. Such an approach moves away from the specific practice of identifying “bullying” that typically engages targets and perpetrators in a dance that is really just around the edges (Sullivan, 2008) of a larger problem; a culture that permits the abuse of power and ill-treatment of workers, in both practices and through organisational politics.
Design/methodology/approach
This paper elucidates key problems with organisational response as identified in the literature and critically examines weak organisational response to workplace bullying using the power theory, arguing that while overt approaches to addressing bullying appear to be underpinned by a simplistic, functionalist understanding of power, practices on the ground are better explained by more sophisticated “second-dimension” theorists.
Findings
There is a need for organisations to move beyond the current individualistic understanding of bullying towards a more nuanced understanding of how anti-bullying policies and procedures are themselves an exercise in institutional power protecting and reinforcing dominant power structures.
Research limitations/implications
The literature from which this paper is drawn is limited to studies published in English.
Practical implications
The authors advocate a realistic assessment of the role of both individual and organisational power in the creation and maintenance of workplace bullying, as a way forward to plan appropriate intervention.
Social implications
Workplace bullying is problematic for organisations at several levels, and therefore for society.
Originality/value
That power is relevant to workplace bullying has been apparent since the work of Brodsky in 1976 and Einarsen's early work, this paper builds on a the more nuanced work of McKay (2014), D'Cruz and Noronha (2009), Liefooghe and MacDavey's (2010) and Hutchinson et al. (2010), exploring the organisational response to the raising of bullying issues by individual employees as an exercise of power.
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Patricia Mannix McNamara, Sharon Moynihan, Didier Jourdan and Raymond Lynch
National policy in Ireland states that all teachers are teachers of Social Personal and Health Education (SPHE). However national evaluations identify that all teachers do not…
Abstract
Purpose
National policy in Ireland states that all teachers are teachers of Social Personal and Health Education (SPHE). However national evaluations identify that all teachers do not subscribe to this view. This research aimed to examine the experiences and attitudes of undergraduate students towards teaching SPHE.
Design/methodology/approach
An on‐line questionnaire including closed and open questions was distributed to all undergraduate post primary teacher education students (N=1105) in the University of Limerick which is the largest provider of teacher education in Ireland. None of the respondents had exposure to third level education in SPHE or more generally in health education.
Findings
A response rate of 44.7 per cent was achieved (N=494). Only 24.5 per cent indicated that they plan to teach SPHE on graduation. There were significant gender differences in relation to students' intention to teach SPHE on graduation. Incentives to teach were less altruistic for males (money and job security) than females (personal interest in the subject).
Research limitations/implications
The convenience sampling approach was useful in illuminating the attitudes of the undergraduate students sampled, however replication across teacher education programmes nationally is warranted. Inclusion of teacher educators' perspectives would also be valuable.
Practical implications
There is a clear need for health promotion to be placed on the pre‐service teacher education curriculum. In addition, it is necessary to take into account pre‐service teacher attitude towards SPHE and gender differences in the design of the post primary teacher education curriculum.
Originality/value
This paper offers insight into how pre‐service teachers perceive their role in SPHE. It illuminates some challenges facing teacher educators in this field.
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Niamh Hickey, Aishling Flaherty and Patricia Mannix McNamara
There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress…
Abstract
Purpose
There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.
Design/methodology/approach
This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.
Findings
Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.
Practical implications
Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.
Originality/value
The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.
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Patricia Mannix McNamara, Kathleen Fitzpatrick, Sarah MacCurtain and Michael O’Brien
The purpose of this paper is to report the experiences of redress seeking and organisational responses for targets of bullying.
Abstract
Purpose
The purpose of this paper is to report the experiences of redress seeking and organisational responses for targets of bullying.
Design/methodology/approach
A phenomenological research design was adopted. In total, 22 primary teachers (seven males, 15 females) in Ireland were self-selected for interview, following an advertisement detailing the study in a national teacher union magazine. Data were analysed utilising an interpretative phenomenological analysis framework.
Findings
All those interviewed had made official complaints as per available procedures for addressing workplace bullying in their schools. All participants had engaged in Stages 1 and 2 of the official complaints procedures including uptake of recommended counselling. Three participants ceased engagement at Stage 2. In total, 18 participants had engaged in Stage 3 with 12 ceasing engagement at this stage. Seven participants had proceeded to Stage 4. It is noteworthy that no participant articulated satisfaction with the outcome, but conversely all had articulated further upset and acceptance of the reality that redress would not be forthcoming. These participants who had exercised agency in attempting to seek redress were met with power abuses and cultures of collusion.
Research limitations/implications
This is a small-scale study with self-selecting teachers. The data point to some problematic assumptions underpinning anti-bullying policies in small organisations.
Originality/value
This paper contributes to discourses of power/agency in workplace bullying. It challenges researchers and policy makers to elucidate more carefully the issues surrounding seeking redress for bullying.
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Margaret Hodgins and Patricia Mannix McNamara
The purpose of this paper is to explore the lived experiences of workplace ill-treatment of administrative and technical staff in the higher education sector, with a particular…
Abstract
Purpose
The purpose of this paper is to explore the lived experiences of workplace ill-treatment of administrative and technical staff in the higher education sector, with a particular focus on organisational response.
Design/methodology/approach
A qualitative interpretative phenomenological research design was employed. Using non-random, purposive sampling strategies nine self-selecting participants from three of the seven universities in the Republic of Ireland were interviewed in person. Data were analysed thematically employing the Pietkiewicz and Smith’s (2012) four-stage data analysis model.
Findings
Thematic analysis yielded four main themes: micro-political nature of bullying, cynicism about the informal response, the formal procedures exacerbate the problem and significant and adverse health impact. Participant narratives engender the lived experience for the reader.
Research limitations/implications
As participants were self-selecting respondent bias is acknowledged.
Practical implications
The findings of this study add to the accumulating evidence that organisations are failing to address workplace bullying.
Social implications
In failing to protect employees, the adverse health difficulties experienced by targets of bullying are further exacerbated.
Originality/value
While the literature yields much in terms of types of behaviours and impact, and argues for anti bullying policies and procedures in the workplace, what is evident is the selective organisational use of policy and procedures and inherent biases in place which expose a reluctance to effectively protect dignity and respect in the workplace.
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Victoria Hogan, Margaret Hodgins, Duncan Lewis, Sarah Maccurtain, Patricia Mannix-McNamara and Lisa Pursell
The purpose of this paper is to examine the prevalence of ill-treatment and bullying experienced by Irish workers and to explore individual and organisational predictors. The most…
Abstract
Purpose
The purpose of this paper is to examine the prevalence of ill-treatment and bullying experienced by Irish workers and to explore individual and organisational predictors. The most recent national figures available are specific to bullying and predate the economic recession; therefore, this study is timely and investigates a broader range of negative behaviours.
Design/methodology/approach
A questionnaire survey study on a national probability sample of Irish employees was conducted (N = 1,764). The study design replicated the methodology employed in the British workplace behaviour study.
Findings
The results showed that 43% of Irish workers had experienced ill-treatment at work over the past two years, with 9% meeting the criteria for experiencing workplace bullying. A number of individual and organisational factors were found to be significantly associated with the experience of ill-treatment at work.
Research limitations/implications
This study provides national-level data on workplace ill-treatment and bullying that are directly comparable to British study findings.
Practical implications
The findings indicate that a significant number of Irish workers experience ill-treatment at work, and that workplace bullying does not appear to have decreased since the last national study was conducted in Ireland.
Social implications
This study is of use to the Irish regulator and persons responsible for managing workplace bullying cases, as it identifies high-risk work situations and contributing individual factors.
Originality/value
This study provides national Irish data on workplace behaviour and ill-treatment following a severe economic recession.
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Sharon Moynihan, Didier Jourdan and Patricia Mannix McNamara
– The purpose of this paper is to report the results of a national survey that examined the extent of implementation of Health Promoting Schools (HPS) in Ireland.
Abstract
Purpose
The purpose of this paper is to report the results of a national survey that examined the extent of implementation of Health Promoting Schools (HPS) in Ireland.
Design/methodology/approach
A quantitative research design was adopted. A questionnaire was administered to all post-primary schools in the country (n=704). Data were analysed with the support of the software packages, SPSS and MaxQDA.
Findings
A response rate of 56 per cent (n=394) was achieved. Over half of these schools (56 per cent) self-identified as health promoting. Schools reported success in the areas of environment and curriculum and learning, however, partnerships and policy and planning required more attention. Some models of good practice emerged from the data but these were in the minority. Many schools, when asked to describe health promotion in their school, placed emphasis on physical health (diet and exercise) and curriculum predominately rather than the broader whole school conceptualisation. Only 35 per cent of HPS schools had a team supporting HPS developments. Only 36 per cent identified the existence of a school policy to support HPS. This suggests that further coherence for sustained and comprehensive implementation of HPS is necessary.
Research limitations/implications
The research was conducted with school staff, in the first instance who self-reported their school’s level of HPS engagement.
Originality/value
This paper offers the first national baseline data available in relation to engagement in HPS in Ireland. It provides a valuable starting point from which further research with schools in this field can be conducted.
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Didier Jourdan, Carine Simar, Christine Deasy, Graça S. Carvalho and Patricia Mannix McNamara
Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers’ work. The purpose of this…
Abstract
Purpose
Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers’ work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity.
Design/methodology/approach
A qualitative research design was adopted consisting of semi-structured interviews. In total, 49 teachers in two school districts in the Auvergne region in central France were interviewed in depth post having completed three years’ involvement in a health promoting schools initiative called “Learning to Live Better Together” (“Apprendre a Mieux Vivre Ensemble”).
Findings
Teachers in the study had a broad conceptualisation of their role in health promotion. In keeping with international trends, there was more success at classroom than at whole school level. While generally teachers can be reluctant to engage with health promotion, the teachers in this study identified having little difficulty in understanding their professional identity as health promoters and identified strong compatibility with the HP-initiative.
Practical implications
Teachers generally viewed professional development in health promotion in a positive light when its underlying values were commensurate with their own and when the context was seen as compatible with the school mission. The promotion of health in schools needs to be sensitive to professional identity and be tailored specifically to blend more successfully with current teacher identity and practice.
Originality/value
The promotion of health in schools needs to be sensitive to professional identity and be tailored specifically to blend more successfully with current teacher identity and practice.
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Margaret Hodgins, Sarah MacCurtain and Patricia Mannix-McNamara
Workplace mistreatment has a negative impact on the health and well-being of approximately 20 per cent of workers. Despite this, few interventions have been evaluated and…
Abstract
Purpose
Workplace mistreatment has a negative impact on the health and well-being of approximately 20 per cent of workers. Despite this, few interventions have been evaluated and published. The purpose of this paper is to address the question “what interventions designed to reduce workplace bullying or incivility are effective and what can be learnt from evaluated interventions for future practice?”
Design/methodology/approach
A systematic review was undertaken in which 11 electronic databases were searched, yielding 5,364 records. Following screening on abstract and title, 31 papers were retained for detailed review and quality assessment. Subsequently, 12 interventions to address workplace bullying or incivility were critically appraised.
Findings
The papers spanned a wide range of approaches to and assumptions about resolving the problem of bullying and/or incivility. Half the studies focused on changing individual behaviours or knowledge about bullying or incivility, and duration of intervention ranged from two hours to two years. Only four studies were controlled before-after studies. Only three studies were classed as “moderate” in terms of quality, two of which were effective and one of which was partially effective.
Originality/value
A final synthesis of results of the review indicate that multi-component, organisational level interventions appear to have a positive effect on levels of incivility, and should be considered as a basis for developing interventions to address workplace bullying.
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