Toxic Staffrooms: Investigating Workplace Bullying and Job Satisfaction among Secondary School Teachers

Abstract

This study investigates the relationship between workplace bullying and job satisfaction among secondary school teachers in the Gombak District. A total of 261 teachers participated in the study, which employed a quantitative research design using structured questionnaires to collect data. Inferential statistical analyses, including the Independent Sample T-Test and Pearson correlation, were conducted to examine the relationship between the variables. The results of the Independent Sample T-Test indicated no statistically significant difference in workplace bullying (t(259) = 1.212, p = 0.226) or job satisfaction (t(136.78) = -1.350, p = 0.179) between the two groups, suggesting that group differences were minimal. However, the Pearson correlation analysis revealed a strong and significant negative relationship between workplace bullying and job satisfaction (r = -0.854, p < 0.001). This finding implies that as experiences of workplace bullying increase, levels of job satisfaction among teachers significantly decrease. The results underscore the detrimental impact of workplace bullying on teachers’ morale and professional well-being. Therefore, it is essential for school administrators and policymakers to foster a supportive and respectful work environment to enhance job satisfaction and overall teacher performance within the district.