Workplace Bullying Among Teachers

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dc.contributor.authorAntonio Ariza‐Montes
dc.contributor.authorNoel M. Muniz R.
dc.contributor.authorAntonio L. Leal‐Rodríguez
dc.contributor.authorAntonio Genaro Leal Millán
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T14:11:55Z
dc.date.available2026-03-22T14:11:55Z
dc.date.issued2016
dc.descriptionCitaciones: 32
dc.description.abstractThis paper adopts the Job Demands-Resources (JD-R) model to analyze workplace bullying among teachers. The data used for this research are obtained from the 5th European Working Conditions Survey. Given the objective of this work, a subsample of 261 education employees is collected: 48.7% of these teachers report having experienced workplace bullying (N = 127), while 51.3% indicate not considering themselves as bullied at work (N = 134). In order to test the research model and hypotheses, this study relies on the use of partial least squares (PLS-SEM), a variance-based structural equation modeling method. The study describes a workplace bullying prevalence rate of 4.4% among education employees. This work summarizes an array of outcomes with the aim of proposing, in general, that workplace bullying may be reduced by limiting job demands and increasing job resources.
dc.identifier.doi10.1097/jom.0000000000000804
dc.identifier.urihttps://doi.org/10.1097/jom.0000000000000804
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/45112
dc.language.isoen
dc.publisherLippincott Williams & Wilkins
dc.relation.ispartofJournal of Occupational and Environmental Medicine
dc.sourceUniversidad Loyola Andalucía
dc.subjectWorkplace bullying
dc.subjectStructural equation modeling
dc.subjectPsychology
dc.subjectLimiting
dc.subjectVariance (accounting)
dc.subjectApplied psychology
dc.subjectOccupational safety and health
dc.subjectWork (physics)
dc.subjectHuman factors and ergonomics
dc.subjectPoison control
dc.titleWorkplace Bullying Among Teachers
dc.typearticle

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