تجربۀ زیستۀ استادیاران نواستخدام از قلدری در دانشگاه: تحلیل پیامدها و راهبردهای مقابله‌ای

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه روانشناسی، دانشگاه گیلان، رشت. ایران

2 کارشناس ارشد روانشناسی عمومی، گروه روانشناسی، دانشگاه گیلان، رشت. ایران

3 استادیار گروه علوم تربیتی، دانشگاه گیلان، رشت. ایران

چکیده

زمینه: امروزه قلدری سازمانی یکی از معضلات جدی در محیط‌های آموزشی است و می‌تواند پیامدهای روانی، جسمانی و سازمانی متعددی برای قربانیان به همراه داشته باشد.
هدف: این پژوهش با هدف بررسی پیامدهای قلدری سازمانی برای استادیاران نواستخدام و راهبردهای مقابله‌ای آنان در محیط‌ دانشگاهی انجام شده است. این پژوهش به دنبال شناسایی و تحلیل این پیامدها و راهکارهای اتخاذی اعضاء هیئت علمی برای مقابله با این پدیده است.
روش‌شناسی: روش پژوهش حاضر کیفی از نوع پدیدارشناسی توصیفی بود. شرکت‌کنندگان پژوهش را استادیاران نواستخدام دانشگاه گیلان که به باور خود مورد قلدری واقع شده بودند، در سال 1401 تشکیل دادند. روش نمونه‌گیری پژوهش حاضر هدفمند و گلوله برفی بود و داده‌ها از طریق مصاحبۀ نیمه ساختاریافته با 16 مرد و 8 زن، جمع‌آوری شد و نمونه‌گیری تا اشباع نظری ادامه داشت. داده‌ها به روش هفت مرحله‌ای کلایزی تحلیل شد.
یافته‌ها: از تحلیل داده‌ها، 15 کد باز، 4 مقوله فرعی و 2 مضمون اصلی به‌دست آمد. مضامین اصلی برای پیامدهای قلدری سازمانی شامل پیامدهای فردی و پیامدهای سازمانی بودند. مقولات مربوط به پیامدهای فردی، شامل پیامدهای جسمی و پیامدهای روان‌شناختی و مقولات مربوط به پیامدهای سازمانی، شامل کاهش بهره‌وری و تضعیف فرهنگ سازمانی بود. همچنین، 13 کد باز، 4 مقوله فرعی و 2 مضمون اصلی از راهبردهای مقابله‌ای با قلدری سازمانی به‌دست آمد که مضامین اصلی شامل راهبردهای مقابله‌ای فردی با مقولات پذیرش و کناره‌گیری و دریافت حمایت اجتماعی با مقولات جستجوی حمایت از همتایان و جستجوی حمایت در خانواده بود.
نتیجه‌گیری: نتایج پژوهش حاکی از آن است که قلدری سازمانی تأثیرات منفی عمیقی بر سلامت جسمانی و روانی اعضاء هیئت علمی دانشگاه دارد. این پیامدها شامل سردرد، حملات میگرنی و غیره می‌باشد. از سوی دیگر تجربۀ مورد قلدری واقع شدن، منجر به پیامدهای سازمانی از جمله کاهش بهره‌وری افراد و تضعیف فرهنگ سازمانی در دانشگاه می‌شود. مقابلۀ مؤثر با این پدیده نیازمند ایجاد محیط‌های حمایتی و آموزشی، تقویت مدیریت تعارض و افزایش آگاهی نسبت به پیامدهای قلدری است تا افراد قادر به واکنش مؤثرتر و مثبت‌تری باشند. همچنین نتایج نشان داد که حمایت اجتماعی همکاران و خانواده نقش کلیدی در کاهش اثرات منفی این پدیده ایفا می‌کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Lived Experiences of Newly Hired Assistant Professors Facing Organizational Bullying in Universities: An Analysis of Consequences and Coping Strategies

نویسندگان [English]

  • Sajjad Rezaei 1
  • Maede Shabani 2
  • ali poursafar 3
  • iraj shakerinia 1
1 Associate Professor, Department of psychology, University of Guilan, Rasht. Iran
2 Master student in General psychology, department of psychology, University of Guilan, Rasht. Iran
3 Department of Educational Sciences, University of Guilan, Rasht, Iran:
چکیده [English]

Background: Nowadays, organizational bullying is a significant challenge in educational environments and can lead to various psychological, physical, and organizational consequences for victims. This study investigates the consequences of organizational bullying for newly appointed assistant professors and explores their coping strategies within the academic environment. It aims to identify and analyze these impacts and examine the strategies faculty members employ to confront this phenomenon.
Method: The present study employed a qualitative research method using descriptive phenomenology. The participants included assistant professors from the University of Guilan who perceived themselves as having experienced bullying in 2022. The sampling method was purposive and snowball sampling, and theoretical saturation was reached after interviewing 16 men and 8 women. Data were collected through semi- structured interviews and analyzed using Colaizzi’s seven- step method.
Results: The data analysis resulted in 15 open codes, 4 subcategories, and 2 main themes. The main themes for the consequences of organizational bullying were individual and organizational consequences. The subcategories related to individual consequences included physical and psychological effects, while the subcategories related to organizational consequences included decreased productivity and weakened organizational culture. Furthermore, 13 open codes, 4 subcategories, and 2 main themes emerged regarding coping strategies for organizational bullying. The main themes included individual coping strategies, with subcategories of acceptance and withdrawal, and seeking social support, with subcategories of seeking support from peers and seeking support from family.
Conclusions: The findings of the study indicate that organizational bullying has profound negative effects on the physical and psychological health of faculty members. These consequences include headaches, migraine attacks, and other related symptoms. On the other hand, the experience of being bullied leads to organizational consequences, such as decreased productivity and weakened organizational culture within the university. Effective coping with this phenomenon requires the creation of supportive and educational environments, strengthening conflict management, and raising awareness of the consequences of bullying. Therefore, individuals can respond more effectively and positively. Additionally, the results showed that social support from colleagues and family plays a key role in reducing the negative effects of this phenomenon.

کلیدواژه‌ها [English]

  • organizational bullying
  • phenomenology
  • coping strategies
  • consequences
  • university

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پژوهش های کیفی در علوم رفتاری
دوره 3، شماره 2 - شماره پیاپی 6
زمستان 1403
اسفند 1403
صفحه 57-74

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  • تاریخ دریافت: 14 آذر 1403
  • تاریخ بازنگری: 10 اسفند 1403
  • تاریخ پذیرش: 21 اسفند 1403

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