Page, Damien (2016) The multiple impacts of teacher misbehaviour. Journal of Educational Administration, 54 (1). pp. 2-18. ISSN 0957-8234 (doi:10.1108/JEA-09-2014-0106)

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Abstract

Purpose: The purpose of the research was to investigate the impacts of serious teacher misbehaviour in schools from the perspective of headteachers, a largely un-researched area. Design/methodology/approach: Data were collected via the documentary analysis of misconduct cases from the Teaching Agency and semi-structured interviews with five headteachers who had managed serious cases. Findings: The research suggests four primary impacts of serious teacher misbehaviour, affecting other teachers, students, the reputation of the school and headteachers themselves. The article concludes by suggesting a fifth impact affecting public trust in the teaching profession. Practical implications: Although rare, serious teacher misbehaviour can be highly damaging. Furthermore, the findings suggest that it is almost impossible to predict and so this article suggests a ‘map’ of the impacts helping headteachers to manage and contain it when/if the worst does happen. Originality/Value: Empirical studies of the impacts of serious organisational behaviour are scarce; empirical studies of serious organisational behaviour in schools are non-existent and so this article addresses that gap.

Item Type:	Article
Uncontrolled Keywords:	Teacher misbehaviour, Teacher misconduct, Organisational deviance, Organisational misbehaviour, Managing serious misconduct
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	18 Jul 2017 14:19
URI:	http://gala.gre.ac.uk/id/eprint/13261

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