Abstract
ABSTRACTPurpose: Various dimensions of teacher bullying by principals were examined including interpersonal and organizational causes and the consequences of bullying on teacher functioning.Design/methodology/approach: In total, 310 teachers from urban elementary, junior high and senior high schools completed seven questionnaires to obtain a multi-dimensional picture of bullying.Findings: The theoretical model was validated that revealed several dimensions to bullying. Interpersonal and organizational factors were diagnosed that contribute to its escalation. Organizational factors were found to carry more weight than expected. Concrete areas of teacher functioning that are affected by bullying were identified.Originality/value: A tool was developed with which bullying can be examined and measured in comparative international research. Through it, new consequences of bullying on the quality of work life in schools were identified.Practical applications: The findings shed light on options for therapeutic intervention for the prevention or moderation of bullying.
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