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Factors That Encourage and Discourage Reporting of Bullying Behaviors: A Phenomenological Study on Graduate Teaching Assistants’ Workplace Experiences
Qiao, Bixi
Qiao, Bixi
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Abstract
The current study utilized a qualitative phenomenological design to explore Graduate Teaching Assistants (GTAs)’ experiences related to being victimized in the workplace. Through individual interviews, rich information was collected related to types of workplace bullying behaviors GTAs experienced, factors that encourage and discourage reporting of workplace bullying experiences, and GTAs’ experiences with handling bullying (e.g., resolving bullying issues themselves or their experiences of persons or office in the institution resolving the bullying issues for them). GTAs shared their experiences with various types of workplace bullying behaviors, including relational bullying, bullying related to personal characteristics, verbal bullying, cyberbullying, and physical bullying. Most GTAs reported their workplace bullying experiences to a person or office in the institution; only a few GTAs did not report workplace bullying experiences to anyone in the institution. GTAs shared two main reasons for reporting bullying, including, seeking help/advice and having positive perceptions of those individuals they reported bullying to. However, most GTAs shared that they did not want to continue pursuing reporting bullying (e.g., after receiving ineffective action taken by those they report bullying to), report bullying to higher level administrator (outside of their departments, e.g., School Dean, Provost, and Chancellor), or file official bullying reports. GTAs expressed two main reasons for the above concerns, including concerns for potential consequences of reporting bullying and negative perceptions of persons or offices in the institution. Almost all GTAs identified two barriers to reporting bullying, including, negative organizational climate and lack of knowledge about bullying policy and/or bullying reporting procedure. Most GTAs shared that bullying incidents they experienced were not resolved, regardless of reporting status. Only three GTAs believed their bullying experiences were resolved.
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Date
2021-01-01
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University of Kansas
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This item contains archived web content.
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Qiao_ku_0099D_17861_DATA_1.pdf
Adobe PDF, 1.05 MB
- Embargoed until 2171-05-31
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Keywords
Educational psychology, Social psychology, Psychology, Bullying Behaviors, Graduate Teaching Assistants, Higher Education, Organizational Climate, Workplace Bullying