Workplace Bullying in Relation to Teacher’s Performance at the University Level

Abstract

Teachers' performance in universities is considered to have a strong impact on student's learning, and they also play an important role in educational achievement because the teacher is ultimately responsible for putting educational policies and ideas into practice during interactions with students.The study was conducted to investigatethe practices, levels, and factors of teacher teaching performance that are affected by workplace bullying conditions. A questionnaire tool was used to collect data about the teacher performance for the study. Data were obtained from 665 University teachers and the students of BS and Master level students from Southern Punjab universities of Pakistan by using the multistage sampling technique.The proposed objectives were evaluated by using SPSS. The Frequencies, percentages, mean score, standard deviation, independent sample t-test and Correlations were applied.The findings of the study indicated that gossip and rumors spread, reminders of faults, and ignoring of faculty members from officials' duties are practiced at a high level in the universities. Thirty-three percent of teachers perceived severe levelsof workplace bullying. The performance of teachers decreased when the workplace bullying situations increased and the workplace bullying-free situations helped the teachers to teach and deal with their students and colleagues in better ways.The study is crucial since student views of their teacher's teaching performance in Pakistani institutions are lacking. There has been relatively little study done on students' perceptions of teacher performance as a result of workplace bullying. This study has important practical implications for higher education practitioners since it offers important information about workplace bullying levels and occurrences that impact university teachers' performance.