A Phenomenological Examination of Antisocial Behaviors in the Elementary School Workplace

Autor/in	Morton, Cynthia
Titel	A Phenomenological Examination of Antisocial Behaviors in the Elementary School Workplace
Quelle	(2010), (228 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-7851-9
Schlagwörter	Hochschulschrift; Dissertation; Student Teachers; Antisocial Behavior; Conflict; Systems Approach; Collegiality; Program Effectiveness; Social Change; Conflict Resolution; Teacher Leadership; Faculty; Public Schools; Elementary Schools; Computer Software + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Konflikt; Systemischer Ansatz; Kollegialität; Sozialer Wandel; Conflict solving; Konfliktlösung; Konfliktregelung; Lehrerfunktionsstelle; Academic Staff; Lehrkörper; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule
Abstract	Antisocial behavior has a direct impact on the public elementary school setting. While considerable research has been conducted on collegiality in postsecondary schools, this study addressed the gap in practice concerning the lack of attention in regard to the impact of antisocial behavior on collegial relationships in the elementary school workplace. The purpose of this phenomenological study was to examine the perceptions of elementary faculty members regarding the effect of antisocial behavior on collegial relationships using the conceptual framework of systems theory which focuses on relationships in organizations. The central research question asked participants about experiences and perceptions of antisocial or counterproductive workplace behaviors. Data were analyzed for common themes and patterns using NVivo software. Findings included that antisocial behavior existed in elementary schools where teachers experienced and exhibited antisocial behaviors. In addition, female participants expressed their perceptions regarding negative workplace behaviors from other female coworkers, and veteran teachers experienced more antisocial behavior from other colleagues. Recommendations for action included incorporating conflict resolution training and conflict coaching for student teachers and faculty members and minimizing the traditional industrial age hierarchical structure by encouraging teacher leadership. Social change implications included fostering effective employee communication to deter negative behavior and to create an inclusionary culture that decreases attrition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10