20 Articles
Az Athirah Zubairi, Fariha Diyana Awang Ali, Hamdan Mohd Salleh, Mohamad Harith Hakimi Mohamad Hafizami, Muhammad Danish Jasni, Nur Muneerah Kasim, Puteri Farahdiana Megat Suhaimi, Rashidin Idris, Siti Nur Fadilah Kassim
This qualitative study explores healthcare workers’ emotional and psychological experiences related to workplace scandal within healthcare settings. Workplace scandal is a common yet sensitive issue, particularly in high-pressure environments where employees spend long hours together and share emotionally demanding responsibilities. Using a qualitative research design, semi-structured interviews were conducted with 10 healthcare professionals (5 male and 5 female) to examine motivations, partner selection patterns, and the impact of such relationships on work performance and behaviour. Thematic analysis identified six major themes, including workplace proximity, emotional affirmation, romantic attachment, hierarchical influences, work-related consequences, and gender disparities after exposure. Findings reveal that male participants were more influenced by ego and recognition, while female participants were more driven by emotional support and understanding. The study also highlights that women tend to experience greater social and emotional consequences following exposure. These findings contribute to understanding gendered dynamics of workplace romance in healthcare contexts.
Maria Lourdes L. Chavez, Rochelle T. Fernandez
This study develops a Relational-Cultural Trauma-Informed Care (RCTIC) Framework for Philippine school counseling based on an Interpretative Phenomenological Analysis (IPA) of Filipino school counselors’ lived experiences. It reconceptualizes trauma-informed care as a relationally embedded and culturally mediated process rather than a fixed set of clinical procedures. Findings generated four interrelated dimensions: (1) relational safety, (2) cultural mediation, (3) ethical and institutional practice, and (4) empowerment and advocacy. These dimensions function as mutually reinforcing processes that collectively enable the restoration of client agency, understood as the re-establishment of voice, choice, and self-directed meaning-making in the aftermath of trauma. The study demonstrates that trauma-informed practice in Philippine school contexts is shaped by collectivist cultural logics, particularly kapwa, hiya, and utang na loob, which influence disclosure, help-seeking, and relational engagement. Rather than positioning culture as context, the framework conceptualizes it as an active mechanism in trauma processing and counseling interaction. Overall, the RCTIC Framework extends dominant Western trauma-informed models by foregrounding relational-cultural dynamics and institutional constraints in shaping counseling practice. It offers a contextually grounded model for understanding how trauma-informed care is enacted within Philippine educational settings.
Adnan Yusufi, Naqiyah
This study examines the conceptual correspondence between selected Neuro-Linguistic Programming (NLP) related mechanisms and Qur’anic teachings through the perspectives of cognitive psychology and Islamic epistemology. Using thematic Qur’anic exegesis (tafsīr mawḍū‘ī), the study explores themes related to cognition, language, emotional regulation, and behavior within the Qur’anic corpus. A qualitative interdisciplinary design was employed, integrating thematic content analysis, cognitive-linguistic mapping, operational construct definitions, and triangulation with classical and contemporary tafsīr traditions. A preliminary perception survey involving Muslim university students was also conducted to examine perceived relevance of Qur’anic based cognitive approaches. The findings reveal conceptual correspondences between selected NLP related constructs such as reframing, cognitive restructuring, emotional regulation, persuasive language patterns, and behavioral reinforcement and Qur’anic themes emphasizing self-awareness, ethical communication, moral accountability, and habit formation. Survey findings indicate generally positive perceptions toward spiritually grounded cognitive approaches among Muslim students. Based on these findings, the study introduces Neuro-Linguistic Qur’anic Programming (NLQP) as a culturally grounded conceptual framework that reinterprets selected NLP related mechanisms within Qur’anic ethical and theological principles. The study contributes to interdisciplinary scholarship by demonstrating how psychological models may be critically integrated with religious epistemologies while maintaining conceptual clarity and methodological transparency. Future research should examine NLQP through experimental, longitudinal, and cross-cultural designs to evaluate its broader psychological applicability.
Dr. Sonia Kapur, Shreyas Saklani
An athlete's success and well-being are heavily influenced by achievement goal orientation, sports anxiety, and self-esteem. This study aims to investigate the interrelationships between these 3 psychological variables. Correlational research is employed with a sample of 160 competitive male team-sport athletes (Kabaddi, Hockey, Football, Volleyball, and Basketball) aged 18 to 24 years, from Guru Nanak Dev University. Standardized tools which are administered are the Sport Competition Anxiety, the Task and Ego Orientation in Sport Questionnaire, and the Rosenberg Self-Esteem Scale. Results reveal a highly significant negative correlation between global self-esteem and sports anxiety. Athletes who tend to be ego-oriented, they have high level of anxiety whereas athletes who tend to be task-oriented, they have low level of anxiety. The study reveals that high self-esteem and a task-oriented mindset significantly protect against competitive sports anxiety, whereas an ego-driven approach leaves athletes highly vulnerable to competitive anxiety.
Alexandra Radu, Gerardo Marco Bencivenga
The code — we know, or pretend to know — is never neutral. But what happens, exactly, when it even stops being cold? The assumption from which this work is based (which has its roots in the framework of Algorithmic Empathy, already outlined in Iura and Legal System, Vol. 12-3, 2025) deliberately shifts the center of gravity: the contemporary algorithm does not limit itself to computation; it simulates or, in a much more subtle way, induces an emotional resonance. The intent here is to attempt a break — methodological, even before merit — by forcing the psychological clinic to sit at the same table as the norm. Because if psychological observation certifies, data in hand, the existence of a digital mirroring — the human user who projects, without filters, affections and fragility on synthetic architectures — legal science cannot limit itself to looking elsewhere. It must take charge, and quickly, of this cognitive vulnerability. It is no longer just a question of privacy or information asymmetry. It is a matter of empirically measuring the impact of an artificial "feeling" in order to be able to sew an unprecedented statute of responsibility on it: the transition to a complex, and very risky, emotional symmetry. The final goal is, perhaps, a necessary utopia: an integrated ethics in which the legal fence of the algorithm is dictated, upstream, by the same tools that map the cracks and boundaries of the human psyche.
Afiq Azri Mohd Ghani, Angela Chan Nguk Fong, Az-Athirah Zubairi, Hamdan Mohd Salleh, Nur Muneerah Kasim, Rahmat Helmi Hidayat, Rashidin Idris, Siti Nur Fadilah Kassim, Yuhanis Khalida A Rashid
The purpose of this study is to characterize the intrinsic motivation, job training, and performance levels of workers in Malaysia's Klang Valley. A structured questionnaire was used to gather data from 441 employees from different firms as part of a quantitative research design that used a survey technique. The tools assessed employee performance, job training, and intrinsic motivation. To ascertain each construct's level, data were evaluated using descriptive statistics, specifically mean scores and standard deviations. The results show that workers had a high degree of intrinsic motivation, especially when it came to attitudes about hard work, perseverance, learning, and achievement. The level of job training was also high, reflecting positive perceptions of training effectiveness, relevance, and its contribution to workplace competence. Similarly, employee performance was found to be high, especially in aspects related to initiative, time management, work efficiency, and continuous improvement, while negative work attitudes were reported at a low level. Overall, the findings suggest that employees in Klang Valley possess positive motivational attitudes, favorable perceptions toward job training, and strong work performance. This study provides useful insights for organizations in planning human resource development strategies to support employee growth and enhance workplace effectiveness.
Diah Karmiyati, Sitti Rachma S. Tombolotutu, Zainul Anwar
Eco-anxiety is a psychological response resulting from concerns about climate change and environmental degradation. This phenomenon relates to how individuals use coping strategies to manage the anxiety that arises. This study aims to identify forms of coping with eco-anxiety through a systematic review. The literature search was conducted using Publish or Perish and PubMed with a combination of Boolean operator-based keywords. Article selection followed the PRISMA guidelines and was assisted by the Rayyan application, with inclusion criteria focusing on articles from 2016–2026 that addressed eco-anxiety and coping. A total of 12 articles were analyzed. The results indicated that coping strategies include problem-focused, emotion-focused, meaning-focused, social coping, collective coping, and maladaptive coping. Adaptive coping plays a role in enhancing hope, social support, and engagement with environmental issues, whereas maladaptive coping-such as avoidance, denial, distancing, and rumination-has the potential to increase psychological distress. These findings suggest that eco-anxiety is not always maladaptive but can serve as an adaptive response when individuals employ appropriate coping strategies.
Meher Kiran, Shivam Kumar Singh
Growing access to digital devices and its continuous usage poses a threat of Digital Burnout. While digital burnout is associated with emotional difficulties, social processes that may explain this relationship remain less known. Social isolation and loneliness are conceptually distinct but are often treated as similar. The study examined how social isolation (objective lack of social connection) and loneliness (subjective perception of being alone) could help explain the relationship between digital burnout and emotion dysregulation. Data were collected from 303 Indian adults aged 18-44 years using self-report measures. Serial mediation analysis indicated that higher digital burnout was associated with higher difficulty in regulating emotions. This relationship was independently explained by loneliness but not by social isolation. However, social isolation acted as a contributor to loneliness, which in turn was linked to emotion dysregulation. Findings suggest the role of individual perception may be an important determinant for emotional functioning than mere presence or absence of social contact. Understanding this distinction can help curate better interventions aimed at promoting digital well-being and emotional health.
Alona Arkatova, Bohdan Liashenko, Hanna Bilokonenko
This article presents the results of a comprehensive empirical study of leadership competencies and styles among 50 employees and volunteers of the NGO “Rokada”, which carries out humanitarian activities under martial law in Ukraine. The study combined an assessment of baseline leadership potential with an evaluation of the effectiveness of the author's leadership development training programme. We used some validated psychodiagnostic tools: the Zharikov and Krushelnitsky method for diagnosing leadership abilities, Bass’s Multifactor Leadership Questionnaire (MLQ-5X), and the Beales–Schneider method for studying leadership style. The statistical analysis included descriptive statistics with an assessment of the distribution shape, Student’s t-test for independent samples with calculation of Cohen’s effect size, Pearson’s correlation analysis, and factor analysis (principal component method with Varimax rotation). The results revealed a clearly defined hierarchy of leadership profiles that reflects the functional specificity of humanitarian work, namely, strategic transformational leadership dominates at the top level, operational transactional effectiveness at the middle level, and high relationship orientation combined with vulnerability to stress at specialists/volunteers. Factor analysis allowed us to identify three key dimensions of leadership that explain 70% of the variance and have direct practical significance for team building in crisis conditions. The assessment of the training according to the Kirkpatrick model (levels of “learning” and “behavior”) demonstrated a statistically and practically significant improvement in indicators (an increase from 26.2% to 41.4%), especially in the components of transformational leadership and communicative-empathic skills. The obtained data are of high practical importance for the development of differentiated leadership development systems in Ukrainian humanitarian organizations working with vulnerable groups of the population, volunteers and under conditions of chronic stress and uncertainty.
Cleophas Asimwe
This study examined the impact of intrinsic motivation on teacher commitment to teaching in private secondary schools in Ibanda District, Uganda. The study adopted a cross-sectional mixed-methods research design, integrating both quantitative and qualitative approaches. Primary data were collected from 94 respondents (teachers and headteachers) using questionnaires and interviews, while secondary data were obtained from school reports and related academic documents. Quantitative data were analyzed using descriptive and inferential statistics, including correlation and regression analysis, whereas qualitative data were analyzed thematically. The findings from correlation analysis revealed strong and statistically significant positive relationships between intrinsic motivation and teacher commitment dimensions, including punctuality and regular attendance (r = 0.742, p < 0.01), lesson preparation (r = 0.768, p < 0.01), instructional delivery (r = 0.791, p < 0.01), and overall teacher commitment (r = 0.773, p < 0.01). Regression analysis further showed that intrinsic motivation explains 59.8% of the variation in teacher commitment (R² = 0.598), with a statistically significant model fit (F = 251.764, p < 0.001), and that intrinsic motivation is a strong positive predictor of teacher commitment (B = 0.702, β = 0.773, p < 0.001). Qualitative findings corroborated these results, indicating that teachers who experience internal satisfaction, passion for teaching, and professional fulfillment demonstrate stronger dedication to lesson preparation, classroom management, learner support, and participation in school activities, as well as improved consistency in attendance and instructional effectiveness. The study concluded that intrinsic motivation is a critical determinant of teacher commitment in private secondary schools in Ibanda District and recommends that school administrators strengthen supportive work environments, recognize teachers’ efforts, and promote professional autonomy to enhance intrinsic motivation and teacher commitment.
Evan Bastian, Iswinarti, Nida Hasanati
Gadget addiction refers to the excessive dependence on electronic devices, leading to significant disruptions in daily life and functioning. One of the major contributing factors to gadget addiction is the quality of the parent-child relationship, which, when poor, may lead to increased feelings of loneliness. This study aims to analyze the role of loneliness as a mediating factor in the relationship between parent-child relationships and gadget addiction. A quantitative study design was employed, utilizing three validated psychological scales: SAS-SV, PCRS, and UCLA Loneliness Scale Version 3. The study sampled 188 junior high school students through purposive sampling. Data analysis using Hayes' mediation model revealed that loneliness partially mediates the effect of parent-child relationships on gadget addiction. These findings highlight the importance of fostering strong parent-child bonds to mitigate the risks of gadget addiction among adolescents.
Dr. Anitha Kumari T T, M Ajitha
A pre-college gap year refers to a temporary break taken before entering higher education, during which students engage in activities such as skill development, employment, volunteering, travel, or preparation for future academic goals. In recent years, gap years have become increasingly common among young people due to academic uncertainty, burnout, financial limitations, and the desire for personal growth. The present study explored pre-college gap year experiences and their influence on youth well-being using a qualitative exploratory research design. Data were collected through semi-structured interviews conducted with ten college students selected through purposive sampling. Narrative analysis was used to interpret participants lived experiences and understand the meanings attached to their gap year journeys. The findings revealed that although many participants initially experienced disappointment, confusion, social comparison, and societal pressure, they gradually reconstructed their gap year experiences positively. Participants reported improvements in emotional well-being, self-awareness, maturity, academic motivation, career clarity, and interpersonal skills. Several participants also described the gap year as a period of recovery from academic burnout and an opportunity for self-reflection and personal development. Family and peer support emerged as important factors that helped participants cope with uncertainty and maintain confidence. Despite challenges related to stigma and delayed academic progression, most participants viewed the gap year as a transformative phase that contributed positively to their personal and academic growth. The study highlights the importance of understanding gap years not merely as interruptions in education but as meaningful developmental transitions that can enhance youth well-being and readiness for higher education.
Frederick R. Owiti, Joseph Makenga Masila, Lincoln Khasakhala
Objective(s): To determine the prevalence of post-traumatic stress disorder (PTSD), describe patterns of trauma exposure, and identify associated factors among inpatients with substance use disorders (SUDs) in Nairobi. Design: Cross-sectional analytical study. Setting: Thirteen inpatient rehabilitation centers within a 50-kilometre radius of Nairobi, Kenya. Subjects or Participants: A total of 222 adult inpatients aged 18–65 years with diagnosed SUDs, stabilized on treatment for at least two weeks. Interventions: None. Main Outcome Measures: PTSD prevalence and severity assessed using the Posttraumatic Stress Disorder Checklist for DSM-5 (PCL-5), trauma exposure patterns, and substance involvement measured using ASSIST. Results: Participants were predominantly male (91.0%) with a mean age of 34.1 years (SD 9.0). Trauma exposure was reported by 59.9%, including significant life events (37.4%), physical injury (19.4%), and sexual assault (3.2%). The prevalence of PTSD was 27.5% (95% CI: 22.1–33.3). Independent predictors of higher PTSD severity included divorced/separated/widowed marital status (β = -11.10, p=0.001), physical injury (β = 8.00, p=0.028), and significant life events (β = 9.69, p=0.001). PTSD severity was strongly correlated with depression severity (r=0.545, p<0.001). Conclusion: PTSD is a common comorbidity among SUD inpatients in Nairobi and is strongly associated with trauma exposure and marital disruption. Routine trauma screening and integration of trauma-informed care into substance use treatment programs are recommended.
Ann Muringi Macharia, Joyzy Pius Egunjobi
The increasing prevalence of non-communicable diseases and the global shift toward home-based palliative care have placed significant caregiving responsibilities on informal caregivers, particularly within family-centered societies such as Rwanda. Guided by the Integrated Spiritual Well-Being and Resilience-Coping Theory and the Caregiver Stress Process Model, this study examined psycho-spiritual well-being and stress levels among informal caregivers of terminally ill family members in Rwandan households. A descriptive cross-sectional design was employed, involving a purposive sample of 30 caregivers. Data were collected using the Kingston Caregiver Stress Scale (KCSS) and the Psycho-Spiritual Well-Being Scale (P-SWBS), and analysed using descriptive statistics and Spearman correlation. Findings revealed that caregivers reported high levels of psycho-spiritual well-being across domains such as compassion, connectedness, and meaningfulness. Despite this, caregivers experienced moderate to high levels of stress, particularly related to financial difficulties, family conflicts, and caregiving burden. Notably, no significant relationship was found between psycho-spiritual well-being and stress levels. These results suggest that while spiritual resources enhance resilience and meaning-making, they may not sufficiently mitigate stress in the presence of substantial structural and contextual challenges. The study concludes that caregivers in Rwanda demonstrate strong internal coping capacities but operate within environments characterized by limited external support. Therefore, strengthening formal support systems alongside psycho-spiritual resources is essential to effectively reduce caregiver stress and improve overall well-being.
Dr Lilian Mulwa Kunusia, Dr Uchenna Kalu Agwu, Moise Issa Dusenge
The Catholic Church’s reconciliation programme in Cyangugu Diocese refers to a set of coordinated pastorals, spiritual, psychosocial, and social interventions undertaken by Cyangugu Catholic Diocese after the 1994 Genocide against the Tutsi. The intent of this programme was to build broken relationships, encourage forgiveness, heal trauma, restore spiritual belief, and to rebuild the community destroyed by the Genocide. This study sought to examine the relationship between the Catholic Church’s Reconciliation Programme and the Psycho-spiritual Wellbeing of Survivors of the genocide against the Tutsi in Cyangugu Diocese, Rwanda. Guided by Trauma Theory (Herman, 1992) and Psycho-Spiritual Theory (Egunjobi, 2024), the study employed an embedded mixed-methods design. A total of 274 respondents participated in the quantitative strand through random sampling, while 37 participants were purposively selected for qualitative inquiry. Quantitative Data were collected using the Adapted Rwanda Reconciliation Barometer and Psycho-Spiritual Wellbeing Scale. Qualitative Data was collected through Focus Group Discussions and Semi-structured Interviews. Quantitative data were analysed using inferential statistics aided by SPSS, version 23. Qualitative data were analysed thematically. Pearson’s correlation analysis showed statistically significant positive relationships between the Catholic Church’s Reconciliation Programme and Psycho-spiritual Wellbeing of Survivors of the genocide in Cyangugu Diocese, Rwanda (p < .01), with correlation coefficients ranging from moderate to moderately strong (r = .286 to .531). In line with the embedded mixed methods design, qualitative findings supported quantitative findings and indicated that the reconciliation programme implemented by the Catholic Church in Cyangugu Diocese has played a significant role in promoting psycho-spiritual well-being of survivors of the genocide. The qualitative findings identified key strategies for strengthening the programme, and recommends greater inclusion of youth and context-responsive strategies to sustain reconciliation outcomes across generations.
Bui Lam-Tu, Dang Thuy Ngoc-Nhu, Giang Thien-Vu, Hoang Thao-Ny, Nguyen Huynh Bao-Kim
In the context of digital transformation, adolescent social interaction increasingly occurs online, making social-emotional e-competencies (e-SEC) an important educational concern. Drawing on the social-emotional learning framework and research on digital interaction, this cross-sectional study examined the e-SEC of 335 Vietnamese high school students using two self-report instruments: the Social-Emotional e-Competencies Questionnaire (e-COM) and the E-motions scale. Descriptive statistics, reliability analysis, factor loadings, correlations, and independent-samples t tests were conducted in SPSS. Results indicated that overall e-SEC on the e-COM was relatively high (M = 3.44, SD = .48), whereas online emotional functioning measured by the E-motions scale was at an average level (M = 3.04, SD = .60). Emotional e-conscience and emotional e-regulation obtained the highest mean scores, while emotional e-independence and social e-competency were comparatively lower. The e-COM subscales were intercorrelated overall, and a statistically significant sex difference was reported only for emotional e-independence. These findings suggest that Vietnamese high school students show promising emotional awareness and regulation in online contexts, but still need support in building autonomy and constructive social interaction in cyberspace. The study provides an initial empirical basis for future school-based programs aimed at strengthening students’ social-emotional competence in the digital environment.
Bestern Kaani, PhD, Ruth Nakamba, PhD
This paper sought to determine the relationship between cognitive dissonance and academic performance. Cognitive dissonance is indispensable in the school setting because not all learners like or excel in all academic subjects or pursue subjects that align with their intended careers. These conflicts often result in an increased level of cognitive dissonance, which hinders learning. Therefore, management of cognitive dissonance is key to improving academic performance. However, research on the relationship between cognitive dissonance and academic performance is limited. This study employed a cross-sectional survey design, comprising a sample of 200 randomly selected pupils from two secondary schools in Lusaka District. Data collection instruments included cognitive dissonance subscales and class-administered quizzes. Five out of eight measures of cognitive dissonance correlated negatively with academic performance. Results revealed a consistent pattern of negative associations between cognitive dissonance and academic achievement across domains. Overall, the Regular school group reported marginally elevated mean dissonance scores compared to the STEM school group. Following stratification of results by school type, Fisher's Z-tests indicated largely comparable effects of cognitive dissonance on achievement, with only six inter-group correlation differences reaching statistical significance. It is noteworthy that school-related dissonance more strongly affects perceived choice in Regular schools than in STEM schools. This is mainly because perceived choice is a critical psychological resource that protects students from the negative effects of school stress. Drawing on Festinger's (1957) theory of cognitive dissonance, these findings reveal that dissonance generally varies uniformly as a function of learning context; it also has a significant influence on academic achievement. In conclusion, these findings have significant implications for both research and practice.
Mohd Fakardian Che Rus, Wong Huey Siew
This study investigates the relationship between work environment and job satisfaction among administrative staff in Open Distance Learning (ODL) Learning Centres, utilizing Herzberg's Two-Factor Theory as a guiding framework. A positive working environment is crucial for maintaining employee productivity, fostering morale, and minimizing stress that negatively impacts work performance, all of which are vital for efficient support to ODL students and educators. The study focused on five specific dimensions of the work environment: job autonomy, job competency, collegial relationships, career commitment, and status of profession. A quantitative survey design was employed, with questionnaires distributed to 100 administrative staff members across various ODL Learning Centres in Malaysia. A total of 69 completed responses were received and analyzed using descriptive statistics (mean, standard deviation) and Spearman's Rank Correlation Coefficient. The findings reveal that administrative staff generally perceive their work environment positively, with job competency, status of profession, and job autonomy scoring highest. The overall level of job satisfaction among the staff was also found to be satisfactory. Crucially, the results indicate a significant positive correlation between all examined dimensions of the work environment and job satisfaction. Specifically, job autonomy showed the strongest relationship with job satisfaction, followed by status of profession and career commitment. This study confirms the importance of a conducive work environment in enhancing job satisfaction among ODL administrative staff. The findings offer valuable insights for ODL's management and human resource department, informing the development of policies and practices aimed at fostering a positive work environment to improve employee motivation, engagement, and ultimately, organizational success in expanding educational opportunities for students and supporting educators in a distributed learning environment.
Diah Karmiyati, Rizky Maulidayani, Zainul Anwar
Self-acceptance is an important psychological aspect that supports mental health and psychological well-being, particularly during early adulthood, a period marked by various life transitions. During this phase, individuals face developmental demands such as identity exploration, the transition from education to the workforce, and the formation of interpersonal relationships, which often trigger stress and uncertainty. This study aims to examine the role of self-acceptance in early adulthood during life transitions using a Systematic Literature Review (SLR) approach. Literature searches were conducted across several academic databases, covering publications from 2018 to 2025, and article selection followed the PRISMA guidelines. fourteen empirical studies were analyzed using thematic synthesis. The findings indicate that self-acceptance is positively associated with psychological well-being, emotion regulation, resilience, life satisfaction, and meaning in life, and serves as a protective factor against stress and anxiety during transitional periods.
Afiq Azri Mohd Ghani, Angela Chan Nguk Fong, Kirrthana Satesh Kumar, Nur Muneerah Kasim, Nurul Nabila Ibrahim, Puteri Farahdiana Megat Suhaimi, Rashidin Idris, Siti Nur Fadilah Kassim, Thilaageshwary Thangadurai
This study describes the mean level of workplace bullying and job satisfaction among secondary school teachers in the Gombak District, Selangor. A quantitative descriptive research design was employed, and data were collected from 261 teachers using a structured questionnaire. The instrument measured teachers’ experiences of workplace bullying and their level of job satisfaction across several dimensions of school life. Data were analyzed using descriptive statistics, particularly mean scores and level classification. The findings indicate that workplace bullying among teachers was at a low level, with all bullying items recording mean scores within the low category. The highest bullying item was “Having allegations made against you” (M = 2.15), followed by “Spreading of gossip and rumors about you” (M = 2.13) and “Being exposed to an unmanageable workload” (M = 2.11). In contrast, job satisfaction was generally at a high level, with many items recording mean scores in the high category. The highest job satisfaction item was “Working conditions in my school can be improved” (M = 4.23), followed by “I get along well with my colleagues” (M = 4.21) and “My immediate supervisor offers suggestions to improve my teaching” (M = 4.20). Overall, the findings show that teachers in the Gombak District reported low exposure to workplace bullying and high levels of job satisfaction. These findings suggest that the school environment is generally supportive, although some negative workplace behaviors still require attention from school administrators and policymakers.