Research Article

Social representations of teachers on school-office mistreatment

Jimmy T. Masagca 1 2 3 * , Patrick Alain T. Azanza 1 , Jennifer A. Berces 1 , Josephine C. Marasigan 4
More Detail
1 Catanduanes State University, Catanduanes, PHILIPPINES2 National Panel of Technical Experts, CIimate Change Commission, Manila, PHILIPPINES3 PACIFICTECH RTIC CESSE, Inc., Las Pinas, PHILIPPINES4 Eastern Samar State University, Borongan City, PHILIPPINES* Corresponding Author
International Journal of Professional Development, Learners and Learning, 6(1), 2024, ep2403, https://doi.org/10.30935/ijpdll/14099
Published: 03 January 2024
OPEN ACCESS   194 Views   625 Downloads
Download Full Text (PDF)

ABSTRACT

Social representations (SRs) of selected teachers on short- and long-term school-office mistreatment and how they react, retort and develop coping mechanisms related to the issues on ‘social justice’ in educational leadership or management. Using Moscovici’s SR theory, a method in the representational field that involved key respondent-interviews, storytelling (kwentuhan), and “associative network” approach among teacher-respondents selected by a snowball sampling technique from undisclosed schools in the Philippines. In exploring SR on mistreatment and coping mechanisms of teachers, polarity and neutrality indices were computed as synthetic measurements of evaluation and attitude implicit in the representational field of school-office mistreatment or abuses. In case studies, the small number of participants allow for particularization or illustration of the uniqueness of the individual cases as viewed by them when shared in groups of academics. Insights on teachers’ subject loading, teachers’ assignments in research and extension, office designations and other provisions on sabbatical leave, research fellowships and faculty exchange programs also presented as reactions or coping mechanisms after the episodes of mistreatment.

CITATION (APA)

Masagca, J. T., Azanza, P. A. T., Berces, J. A., & Marasigan, J. C. (2024). Social representations of teachers on school-office mistreatment. International Journal of Professional Development, Learners and Learning, 6(1), ep2403. https://doi.org/10.30935/ijpdll/14099

REFERENCES

  1. Barthes, R. (1988). Sociology and socio-logic. Apropos of two recent works by Claude Lévi-Strauss. In B. Roland (Ed.), The semiotic challenge (trans. R. Howard, pp. 160-172). Blackwell.
  2. Bettelheim, B. (1977). The uses of enchantment: The meaning and importance of fairy tales. Vintage Books. https://doi.org/10.3817/0677032215
  3. Blasé, J., & Blasé, J. (2002). The dark side of leadership: Teacher perspectives of principal mistreatment. Educational Administration Quarterly, 38(5), 671-727. https://doi.org/10.1177/0013161X02239643
  4. Blasé, J., & Blasé, J. (2018). Mistreatment of teachers: Organizational and administrative issues. The TESOL Encyclopedia of English Language Teaching. https://doi.org/10.1002/9781118784235.eelt0127
  5. Blasé, J., Blasé, J., & Du, F. (2008). The mistreated teacher: A national study. Journal of Educational Administration, 46(3), 263-301. https://doi.org/10.1108/09578230810869257
  6. Blasé, J., Blasé, J., & Du, F. (2009). Teacher perspectives of school mistreatment: Implications for district level administrators. AASA Journal of Scholarship and Practice, 6(1), 8-22.
  7. Blasé, J., Blasé, J., & Fengning D. (2006). A national study of the mistreated teacher. National Association of the Prevention of Teacher Abuse.
  8. Bruner, J. S. (1990). Acts of meaning. Harvard University Press.
  9. Chirico, F., Afolabi, A. A., Ilesanmi, O. S., Nucera, G., Ferrari, G., Szarpak, L., Yildirim, M., & Magnavita, N. (2022). Workplace violence against healthcare workers during the COVID-19 pandemic: A systematic review. Journal of Health Social Science, 7(1), 14-35. https://doi.org/10.19204/2022/WRKP2
  10. de Rosa, A. S. (1993). Social representations and attitudes: Problems of coherences between the theoretical definition and procedure of research. Papers on Social Representations, 3(2), 178-192.
  11. de Rosa, A. S. (1994). From theory to metatheory in social representations: The lines of argument of a theoretical-methodological debate. Social Science Information, 33(2), 273-304. https://doi.org/10.1177/053901894033002008
  12. de Rosa, A. S. (2002). The “associative network”: A technique for detecting structure, contents, polarity and stereotyping indexes of the semantic fields. European Review of Applied Psychology, 52(3/4), 181-200.
  13. de Rosa, A. S., & Bocci, E. (2002). E-branding strategies and development of e-commerce and tourism: The case of Italian tour operators. International Business & Economics Research Journal.
  14. de Wet, C., & Jacobs, L. (2021). Workplace bullying, emotional abuse and harassment in schools. In P. D’Cruz, E. Noronha, L. Keashly, & S. Tye-Williams (Eds.), Special topics and particular occupations, professions and sectors. Springer. https://doi.org/10.1007/978-981-10-5308-5_11
  15. Javier, R. E. (2004). Kuwentuhan: A study on the methodological properties of pakikipagkwentuhan. The URCO Digest of De La Salle University Manila, 5(3).
  16. Keashly, L. (2021). Workplace bullying, mobbing and harassment in academe: Faculty experience. In P. D’Cruz, E. Noronha, L. Keashly, & S. Tye-Williams (Eds.), Special topics and particular occupations, professions and sectors. Springer. https://doi.org/10.1007/978-981-10-5308-5_13
  17. Masagca, J. T. (2002). Ecology of teaching in an era of globalization [Paper presentation]. The 5th National Research Forum of REDTI, Inc. Feb. 1, 2002 held at JICA Hall, Dept. of Agric., Diliman, Q.C.
  18. Masagca, J., & Londerio, N. (2008). Teachers’ perspectives on the integration of information and communication technologies (ICT) in school counseling. International Journal of Education and Development using ICT, 4(4), 35-49. https://www.learntechlib.org/p/42237/
  19. Masagca, J. T., Masagca, M. T., & Chunxiang, M. (2009). Enhancing governance of the Barangay: Reflections of academics. JOAAG, 4(2), 13-27.
  20. Masath, F. B., Hinze, L., Nkuba, M., & Hecker, T. (2021). Factors contributing to violent discipline in the classroom: Findings from a representative sample of primary school teachers in Tanzania. Journal of Interpersonal Violence, 37(17-18), NP15455-NP15478. https://doi.org/10.1177/08862605211015219
  21. McEwan, H., & Egan, K. (1995). Narrative in teaching, learning and research. Teachers College Press.
  22. Mello, R. (2001). The power of storytelling: How oral narratives influence children’s relationships in classrooms. International Journal of Education and the Arts, 2(1).
  23. Neuman, J. H., & Baron, R. A. (1998). Workplace violence and workplace aggression: Evidence concerning specific forms, potential causes, and preferred targets. Journal of Management, 24(3), 391-419. https://doi.org/10.1177/014920639802400305
  24. Sam, C. (2021) How unethical leadership shapes teachers’ behaviors and experiences at work. International Journal of Leadership in Education, 26(4), 624-644. https://doi.org/10.1080/13603124.2021.1893388
  25. Sen, A. (2003). The idea of justice. Penguin-Allen Lane.
  26. Setiawan, R., Kumar, V. R., Chakravarthi, M. K., Villalba-Condori, K. O., Vera-Vasquez, C. G., Subramaniam, T. S., Koti, K., Rajest, S. S., & Rajan, R. (2021). The empirical results of conditional analysis of principals’ reasons in bullying teachers. Turkish Online Journal of Qualitative Inquiry, 12(3), 2737-2756.
  27. Wagner, W., Duveen, G., Farr, R., Jovchelovitch, S., Lorenzi‐Cioldi, F., Marková, I., & Rose, D. (1999). Theory and method of social representations. Asian Journal of Social Psychology, 2(1), 95-125. https://doi.org/10.1111/1467-839X.00028
  28. Waltenberg, F. D. (2004). What is justice in education? Sketch of answer based on theories of justice and economics. HAL Id: halshs-00603495 https://halshs.archives-ouvertes.fr/halshs-00603495