Abstract
The purpose of the study was to examine educator–peer social relationships within the context of the organization and to consider the role of the school administrator in establishing collegial and caring relationships. The study was a critical collective case study of six educators—administrators and teachers—in U.S. schools. Through interviews, participants reflected on their experiences with educator–peer social relationships. The study found that all participants had experienced a range of positive and negative peer–social relationships, including incivility and incidents of educator–peer bullying. The article concludes with considerations for principals regarding antibullying in the workplace and recommendations for further research.
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