Office Bullying in the Philippines and the Need for Public Policy

There is an urgent need to solve the problem of workplace bullying in both private and government sectors. Bullying at work creates serious negative consequences to the victims and the organization affecting their productivity. The magnitude of the problem necessitates state intervention to correct market and government failures. This policy paper studies office bullying and the need to legislate to realize efficient and effective allocation of government and private resources. It is guided by the Constitutional mandate that maintenance of peace, harmony, health and safety at work is an inherent duty of the State because of its inherent power to issue orders and command obedience to mitigate its effects. Using Cost Benefit Analysis, Institutional Analysis to policy making, and Rational-Decision making as tools for analysis, crafting and passing upon a statute is the most feasible means to address the problem of workplace bullying. The need to legislate a national policy on workplace bullying is necessary to mitigate its negative consequences both to employees and organizational productivity. Office bullying as a public issue also requires strict monitoring and evaluation of the implementation of similar or related laws may also address the problems cause by the same destructive behaviors but are inadequately explored in many researches.

Aspects regarding Bullying, Cyberbullying in the Future Work and Digital education

Context: Digital education is the future of education? The COVID'19 pandemic has certainly affected everyone's lives. Our study started with conceptual definitions like Bullying, Workplace bullying, Cyberbullying. Methodology: Starting from the analysis of the lack of digital skills of trainers and beneficiaries with the help of the SELFIE tool, based on the Framework for digitally competent educational organizations the results are presented. In the first part we have the report with the answers of 87 teachers from Romania, Austria, Poland, Cyprus, Italy and Portugal at SELFIE Questionnaire for Teacher. In the second part we have analyses the answers of 26 leaders, 256 teachers and 1061 students at SELFIE Questionnaire-all levels from Romania and Italy. Contributions: The results of the questionnaires were analyzed and were the basis for writing a Future Work Manual, one Tool Kit and one Mobile App Future Word. How teachers and students will be prepared for the future is essential. Studies have shown that bullying and cyberbullying affect the health of victims. Future As bullying in the workplace or in the classroom is increasingly found in the virtual world in the form of cyberbullying, so are today's students, tomorrow's workers must cope with the changes in digital education.

Do Bosses Get Bullied Too? A Qualitative Investigation of Causes, Impacts, and Treatments of Upward Workplace Bullying

Workplace bullying is an emerging problem in the organizational setting, that if not properly managed can deteriorate the normal functioning of an organization and consequently may harm the achievements of organizational goals. Aim of this research study is to explore the causes, impacts, and treatments of upward workplace bullying where subordinate behave in an inhumane way against supervisor. Data was collected by using semi-structured interviews with 10 persons employed at senior supervisory levels in the city of Faisalabad, Pakistan. A thematic analysis indicates that unclear managerial boundaries, absurd job descriptions, and weak interpersonal skills of the employees are the major causes of upward bullying. Individual impacts of bullying on the aggrieved parties and organizational treatments to mitigate and control the phenomenon are discussed.

Does Emotional Intelligence Prevent Workplace Bullying? A Research on Sports Institution Employees

This study aimed to investigate the relationship between emotional intelligence and workplace bullying in the Provincial Directorate of Youth Services and Sports. 309 (215 men, 94 women) Sports Provincial Directorate of Youth Services staff from seven different cities of Turkey participated as volunteers in the research. In the study, the personal information form prepared by the researcher, the “Wong and Law Emotional Intelligence Scale” developed by Wong and Law (2002) and adapted to Turkish by Deniz (2012) were used. To determine the workplace bullying level, 21-question “Negative Behaviors Scale” developed by Einarsen (1996) and adapted to Turkish by Cemaloglu (2007) was used. A statistically significant difference was found between the groups according to the emotional intelligence level in the sub-dimension of evaluation of others’ emotions in terms of gender variables. No statistically significant difference was determined between the groups according to the gender variable in terms of workplace bullying. A statistically significant difference was found between the groups in terms of the duration of work, according to emotional intelligence levels and workplace bullying. When the relationship between emotional intelligence and workplace bullying was examined, it was found that there were negative significant correlations in some sub-dimensions. As the level of emotional intelligence of the employees increased, the cases of exposure to bullying decreased.

IMPACT OF WORKPLACE BULLYING ON THE ATTITUDE AND PERFORMANCE OF UNIVERSITY TEACHERS

Workplace Bullying is a form of cognitive extremism at work. It revealed in misbehavior, activities, and verbal remarks, often deceptive, used to destabilize the person. This behavior results in mental surrender. Bullying leads to the victim’s withdrawal from an institute. It often happens in the form of deleterious remarks, unjustified blame, and submitted abuses. It destabilizes the freedom of expression, isolate the victims, querying them personally and professionally, and deny their access to resources to perform their task. It threatens the victims’ health and make them insecure. The current study is designed to investigate the impact of workplace bullying on the attitude and performance of university teachers. One hundred teachers (38 males and 62 females) were selected randomly from a total of 700 faculty members. Data were collected with the help of self-developed instrument, Teachers Workplace Bullying Attitude and Performance Survey (TWBAPS) with Cronbach Alpha reliability .965. Mean, standard deviation, ANOVA and t-test were applied to analyze the results. There was a significant difference between male and female teachers’ attitude and performance. Female teachers were victimized by their colleagues and heads. They showed a more aggressive attitude and low performance. Male teachers showed more violent behaviors than females. It is recommended to stabilize the academic environment at university level by discouraging the negative attitude among faculty members. Key words: Academic bullying, aggressive attitude, teachers’ performance