Organizational Loneliness of School Administrators

This study explored the loneliness experienced by school administrators, the causes and results of this loneliness, and the ways the administrators cope with loneliness through their experiences. The study employed the phenomenology design, one of the qualitative research designs. The study group consisted of 14 elementary and middle school administrators working in Zonguldak Karadeniz Ereğli. Criteria sampling and snowball sampling techniques were used while determining the study group. The study data were collected with a semi-structured interview form. The school administrators were asked about their loneliness, the reasons and results of their loneliness, and their ways to cope with it. School administrators stated that they mostly experienced loneliness in situations of power hierarchy and during the execution of work. They also stated that their loneliness was caused by organizational communication problems and the personal demands of their colleagues. In addition, school administrators expressed that organizational loneliness caused disruption of work and ineffectiveness at work the most. Finally, they also expressed that they try to overcome loneliness through organizational communication and individual socialization. Comprehensive and social measures should be taken in consideration as well as individual and organizational measures in order to eliminate school administrators’ loneliness

Relationship between Organizational Mobbing and Silence Behavior among Teachers

This study mainly aims to investigate the correlation between teachers' exposure to mobbing in their workplaces and their display of the act of silence. This study is based on a survey design where data from 312 teachers were collected and analyzed using correlation and regression analyses. Specifically, "The Structure and Dimensions of Workplace Violence Scale (SDWVS)" was used to measure the teachers' exposure to mobbing, and the "Workers Silence Behavior Scale (WSBS)" was used to determine the workers' level of silence. The findings of the research show that teachers are exposed to Mobbing Against Communication (MAC) and display the Silence Based on SelfProduction and Fear (SBSF) behavior the most. There were significant correlations between all sub-dimensions of the mobbing scale and those of the silence scale. There is a significant, positive relationship between the behaviors of mobbing and silence. Teachers' silence behaviors may change depending on the type of mobbing. According to the study results, it is worth noting that " mobbing experiences can predict silence behaviorThis study mainly aims to investigate the correlation between teachers' exposure to mobbing in their workplaces and their display of the act of silence. This study is based on a survey design where data from 312 teachers were collected and analyzed using correlation and regression analyses. Specifically, "The Structure and Dimensions of Workplace Violence Scale (SDWVS)" was used to measure the teachers' exposure to mobbing, and the "Workers Silence Behavior Scale (WSBS)" was used to determine the workers' level of silence. The findings of the research show that teachers are exposed to Mobbing Against Communication (MAC) and display the Silence Based on SelfProduction and Fear (SBSF) behavior the most. There were significant correlations between all sub-dimensions of the mobbing scale and those of the silence scale. There is a significant, positive relationship between the behaviors of mobbing and silence. Teachers' silence behaviors may change depending on the type of mobbing. According to the study results, it is worth noting that " mobbing experiences can predict silence behavio