Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/42874
Type of publication: research article
Type of publication (PDB): Straipsnis kituose recenzuojamuose leidiniuose / Article in other peer-reviewed editions (S5)
Field of Science: Vadyba / Management (S003)
Author(s): Vveinhardt, Jolita
Title: Mobingas kaip santykių disfunkcija švietimo institucijose : socioekologinis požiūris į šeimą, mokyklą, darbą
Other Title: Mobbing as a relationship dysfunction in educational establishments : socio-ecological approach to the family, school, work
Is part of: Ugdymo veiksniai mokymo(si) kontekste globalizacijos sąlygomis : mokslinių straipsnių rinkinys = Educational factors affecting teaching and learning in the context of globalization : selected scientific papers. Vilnius : Generolo Jono Žemaičio Lietuvos karo akademija, 2014
Extent: p. 123-146
Date: 2014
Keywords: Mobingas;Patyčios;Švietimo organizacijos;Organizacijos klimatas;Socialiniai santykiai;Socialinė ekologija;Mobbing;Bullying;Educational organizations;Organizational climate;Social relations;Social ecology
ISBN: 9786098074338
Abstract: Šiame straipsnyje mobingas ir patyčios aptariamos socialinės ekologijos požiūriu, koncentruojantis į reiškinį švietimo organizacijose, kaip vieną iš nepakankamai įvertintų disfunkciškų darbuotojų tarpusavio santykių organizacijoje priežasčių. Aptariant mobingo / bulingo švietimo organizacijose (besimokančiųjų ir darbuotojų) požymius, reiškinys demonstruojamas pagal sociokultūrinius, demografinius kriterijus. Išskiriami švietimo sistemos organizacijų ir besimokančiųjų santykių sąlyčio taškai, kurie, įvertinus patirtį, turi įtakos besimokančiųjų santykiams jų tolesnėje profesinėje veikloje
When researching mobbing/bullying as a dysfunction in relationships between students and employees of organizations, it is usual to look for causes in the bully’s personality and in organizational environment. Prevention and intervention measures often target to change this environment. However, the extent of mobbing/bullying shows that the models of the problem solutions are not always effective, as usually they focus on dealing with consequences and their prevention. It is relevant that aggressive behaviour is a learned model, influenced by the close social environment. Therefore, it is necessary to evaluate the formation of social behaviour in the workplace of a future aggressor in educational organizations, in which, according to the data of a number of studies, mobbing is most common, compared to other occupational activities. Whereas the impact of deeply rooted mobbing in employees’ relationships in educational organizations on dysfunction of students’ relationships still remains underestimated, it can be assumed that this is one of the reasons why the problem of mobbing occurs in severe forms in the workplaces. Narrow analysis of the range of mobbing consequences in relationships between educational employees, addressing only individual and organizational consequences, is one of the factors that hinder from effective solution of the problem of mobbing/bullying at school, which as a latent accompanying phenomenon moves into the workplace and has an impact on professional career. Therefore, the problem of the research is posed by the question, how mobbing in relationships of employees of educational organizations affects individuals, educated in these organizations and what can be the impact of acquired experience in later professional activities of the individuals.[...]
Internet: http://www.lka.lt/download/24358/knyga%20ugdymo%20veiksniai_internetui.pdf
Affiliation(s): Vadybos katedra
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

105
checked on Jun 6, 2021

Download(s)

9
checked on Jun 6, 2021

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.