Perceived workplace incivility and psychological well-being in higher education teachers: a multigroup analysis

Abstract

PurposeThe purpose of this study was to investigate the impact of perceived workplace incivility (WPI) on psychological well-being (PWB) in teachers of higher education and to test for the moderating role of gender and organizational tenure on the relationship between perceived WPI and PWB.Design/methodology/approachData were collected from teachers (N = 341) employed in government and private colleges through convenience sampling. A structural equation modeling technique was used for model testing.FindingsResults showed a moderate level of perceived WPI by teachers from their colleagues or supervisors. Perceived WPI had a negative impact on PWB. Sixteen percent of the variance in PWB was explained by perceived WPI. Further, the multigroup analysis showed gender to moderate the relationship between perceived WPI and PWB, and this relationship was stronger for males than females. Organizational tenure was not a significant moderator.Research limitations/implicationsThese findings expand the literature on perceived WPI and suggest that stringent policies are essential in academia to minimize the incidence of WPI. Additionally, interventions are to be introduced to mitigate the negative outcomes of WPI both at the individual and organizational levels.Originality/valueThe study explores the role of demographic variables (gender and organizational tenure) in the relationship between perceived WPI and PWB in teachers. The empirical evidence suggests higher perceived WPI in male teachers leading to lower PWB. The organizational tenure of an employee shows no influence on the assessment of the stressor.