Ostracism at School from School Administrators' and Teachers' Point of View: Causes and Results

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dc.authoridKurum, Gül/0000-0002-8686-7339
dc.authorwosidKurum, Gül/AAQ-4743-2020
dc.contributor.authorErdemli, Ozge
dc.contributor.authorKurum, Gul
dc.date.accessioned2024-06-12T11:11:48Z
dc.date.available2024-06-12T11:11:48Z
dc.date.issued2021
dc.departmentTrakya Üniversitesien_US
dc.description.abstractSchool is an open system; colleagues have experienced informal interaction there. This interaction can be positive or negative and affects the function of the organization closely. Ostracism can also be regarded as a consequence of this negative interaction. Ostracism among teachers in schools negatively affects the education process in the sense of individuals and organizations. The aim of this research is to examine the ostracism experiences of school administrators and teachers. Qualitative research methods and phenomenology design are used in this research. The study group consists of 8 school administrators and 12 teachers working in public schools in Ankara. The data were collected with interview forms and analyzed by content analysis. According to the findings, the incidents of ostracism among the employees are generally related to the union/ political view, seniority, field of study, gender, belief, and diversity of views. On the other hand, teachers usually ostracize each other or are ostracized by school administrators. Participants list individual, political, organizational, and social reasons as the most important reasons for ostracism. Ostracism can have serious consequences for both individuals and organizations. Individual ostracism leads to psychological problems, loss of motivation, alienation, and decrease in performance. Organizational ostracism leads to deterioration of education process and organizational climate, conflict within the organization, decrease in employees' sense of belonging.en_US
dc.identifier.doi10.16986/HUJE.2019051589
dc.identifier.endpage368en_US
dc.identifier.issn2536-4758
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85113744368en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage350en_US
dc.identifier.trdizinid490153en_US
dc.identifier.urihttps://doi.org/10.16986/HUJE.2019051589
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/490153
dc.identifier.urihttps://hdl.handle.net/20.500.14551/22936
dc.identifier.volume36en_US
dc.identifier.wosWOS:000646611700008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isotren_US
dc.publisherHacettepe Univen_US
dc.relation.ispartofHacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal Of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectOstracismen_US
dc.subjectDiscriminationen_US
dc.subjectRejectionen_US
dc.subjectSchool Administratoren_US
dc.subjectTeacheren_US
dc.subjectWorkplace Ostracismen_US
dc.subjectRejectionen_US
dc.subjectImpacten_US
dc.subjectModelen_US
dc.subjectWorken_US
dc.titleOstracism at School from School Administrators' and Teachers' Point of View: Causes and Resultsen_US
dc.typeArticleen_US

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