The effect of psychological violence on preschool teachers' perceptions of their performance

ÇETİN Z., Danaci M. O., Kuzu A.

SOUTH AFRICAN JOURNAL OF EDUCATION, cilt.40, sa.1, 2020 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 1
  • Basım Tarihi: 2020
  • Doi Numarası: 10.15700/saje.v40n1a1738
  • Dergi Adı: SOUTH AFRICAN JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, International Bibliography of Social Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Hacettepe Üniversitesi Adresli: Evet

Özet

The phenomenon of psychological violence (mobbing) explained within the context of psychological aggression, is gaining attention due to increased focus on industrialisation and work life. The study aimed to examine the effects of mobbing experienced by teachers on the way they perceive their performance. The research sample consisted of 698 teachers (647 female/51 male) working in public preschools. The Mobbing Scale developed by Yaman (2009), and the Teachers' Perception of Performance Scale developed by ozozen Danaci (2009) were used as data collection tools. In data analysis, the correlations of teachers' psychological violence levels to their self-performance assessment and managing skills were determined. The findings suggest that there is a significant negative relationship between psychological violence and work performance. Based on the fmdings obtained in this study, the aim was to establish an educational environment without any psychological violence to provide an improved service.