From Indifference to Harassment: An Analysis of Teachers' Attitudes Towards Situations of Workplace Harassment Among Peers in the Educational Context
DOI:
https://doi.org/10.70577/asce.v5i2.892Keywords:
workplace harassment, teacher indifference, organizational climate, peer harassment, school cultureAbstract
This research examines the progression of indifference to workplace harassment among teachers in educational institutions, identifying behavioral patterns ranging from passive apathy to active harassment.
A Likert-type questionnaire (1-5 scale) with 25 items grouped into five dimensions was administered to 25 teachers. The dimensions assessed were: (1) Indifference to personal situations, (2) Indifference to professional situations, (3) Social exclusion behaviors, (4) Harassing behaviors, and (5) Organizational culture and institutional response.
The overall mean score was 2.70 (SD=1.26), indicating a moderate perception of the problem. Very strong correlations were identified among all dimensions (r > 0.89), with the relationship between social exclusion and active harassment being particularly significant (r=0.960). The most critical items were: (1) Systematically ignoring or avoiding teachers (M=3.08), (2) Using position/seniority to intimidate (M=3.04), and (3) Apathy toward the need for emotional support (M=2.88). Forty-eight percent of participants simultaneously exhibited a high perception of indifference and active harassment.
The findings confirm the existence of a behavioral continuum where indifference acts as a precursor to workplace harassment. The strong correlations between dimensions suggest that these behaviors are not isolated but rather part of a systemic pattern requiring comprehensive institutional intervention.
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