The Degree of Administrative Bullying in Public Schools and its Relationship to Organizational Performance from the Point of View of Teachers in Public Schools in Palestine

Abstract

This study aimed to identifying the degree of administrative bullying practice in public schools and its relationship to job performance from the point of view of teachers in Palestine, in the light of the variables: (sex, educational qualification, number of years of experience, directorate, and type of school). The qualitative approach and the descriptive-relational approach. The study population consisted of all teachers in public schools in the Ramallah and Al-Bireh governorate, whose number was (4462). The study sample consisted of (354) teachers in public schools, in the Ramallah and Al-Bireh governorate, during the year 2022/2023. Where the study sample was chosen by stratified random method, the questionnaire and interview methods were used; As tools for collecting data related to the study, the results showed that the degree of administrative bullying practice in public schools from the point of view of teachers in Ramallah and Al-Bireh governorate was low, as indicated by the arithmetic mean, which amounted to (1.73). The results showed that the level of job performance in government schools, from the point of view of teachers in Ramallah and Al-Bireh governorate, was high, as indicated by the arithmetic mean, which reached (4.00). The results also showed that there were no statistically significant differences about the degree of administrative bullying and its fields in public schools from the point of view of teachers in Ramallah and Al-Bireh governorate, due to the variables: gender, number of years of experience, and the directorate. While there are statistically significant differences about the degree of administrative bullying practice attributed to the educational qualification variable, as the differences came in favor of the bachelor’s degree, and there were differences in the practice of administrative bullying and its fields, with the exception of the field of verbal bullying in government schools from the point of view of teachers, due to the variable of school type, and the differences came in favor of schools mixed. The results also indicated that there is a negative inverse relationship between the degree of practicing administrative bullying in public schools and the level of job performance from the point of view of teachers in the Ramallah and Al-Bireh governorate, as the Pearson correlation coefficient value was (-182), meaning that the higher the degree of administrative bullying, the lower it was. The level of job performance, and the results of the study showed that there is a statistically significant predictive ability at the level of significance (α<.05) for areas of administrative bullying practice in predicting the level of job performance. Based on the results, the study recommends that the Ministry of Education develop regulations and laws that enhance the ethical behavior of school workers and prevent the spread of bullying in the work environment, and provide the best services in order to reach a high level of job performance. The study also recommends that the school administration seek to create an environment A work that supports achievement and productivity, which achieves prosperity and development in the school.