The role of abusive supervision in predicting teachers’ withdrawal and revenge responses / El papel de la supervisión abusiva en la predicción de las respuestas de venganza y abandono de los docentes

Nihan Demirkasımoğlu
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引用次数: 6

Abstract

Abstract There has been a growing interest in the phenomenon of abusive supervision in the last two decades through theory development and empirical investigations in management literature. In particular, educational scholars have paid attention to this issue with different terms such as ‘dark side of leadership’, ‘mistreatment’, ‘bullying’ or ‘abusive supervision’. This research provides insights into the relationship of abusive supervision with withdrawal and revenge behaviours of teachers, using a sample of 330 teachers working in public primary and secondary schools in Turkey. Despite its low rate, abusive supervision has a predictive potential on revenge and withdrawal. It was found that as teachers’ teaching experience decreased, withdrawal and revenge tendencies increased. Male teachers tended to respond with withdrawal and revenge more than females when they were abusively supervised. Lastly, primary school teachers were more likely to respond with withdrawal and revenge than secondary school teachers in times of abusive supervision.
虐待监督在预测教师退出和报复反应中的作用/虐待监督在预测教师退出和报复反应中的作用
在过去的二十年中,通过理论发展和管理文献的实证调查,人们对滥用监督现象越来越感兴趣。教育学者尤其关注这一问题,提出了“领导的黑暗面”、“虐待”、“欺凌”或“滥用监督”等不同的术语。本研究对330名在土耳其公立中小学工作的教师进行了抽样调查,深入了解了虐待监督与教师的退缩和报复行为之间的关系。尽管其发生率较低,但滥用监管对报复和退缩具有预测潜力。随着教师教学经验的减少,退缩倾向和报复倾向增加。当男教师受到虐待性监督时,他们比女教师更倾向于退缩和报复。最后,小学教师比中学教师在受到虐待性监督时,更有可能表现出退缩和报复。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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