The study investigated destructive leadership behaviors (DLBs) and their influence on K-12 workplace attitudes (subordinate consideration for leaving their job, job satisfaction, and levels of stress). Quantitative survey method was used to gather data from experienced professional educators. Analyses of data show that the practice of DLB exists across all school leadership levels. Subordinate-directed behavior had the highest incidence of DLB, and principals and females experienced higher levels of DLB. DLB had negative correlation with job satisfaction, job stress, and consideration for leaving. Despite high levels of job satisfaction, respondents experienced feelings of stress and consideration for leaving their job.
AaslandM. S.SkogstadA.NotelaersG.NielsenM. B.EinarsenS. (2010). The prevalence of destructive leadership behaviour. British Journal of Management, 21, 438-452. doi:10.1111/j.1467-8551.2009.00672.x
2.
AryeeS.ChenZ. X.SunL. Y.DebrahY. A. (2007). Antecedents and outcomes of abusive supervision: Test of a trickle-down model. Journal of Applied Psychology, 92, 191-201. doi:10.1037/0021-9010.92.1.191
3.
AsbillK. N. (1994). Invitational leadership: Teacher perceptions of inviting principal practices (Doctoral dissertation). New Mexico State University, Las Cruces, USA.
4.
AshforthB. E. (1997). Petty tyranny in organizations: A preliminary examination of antecedents and consequences. Canadian Journal of Administrative Sciences/Revue Canadienne des Sciences de l’Administration, 14, 126-140.
5.
AshforthB. E. (2003). Petty tyranny in organizations. In PorterL. W.AngleH. L.AllenR. W. (Eds.), Organizational influence processes (2nd ed., Vol. 47, pp. 151-171). Armonk, NY: M.E. Sharpe.
6.
BaumeisterR. F.BratslavskyE.FinkenauerC.VohsK. D. (2001). Bad is stronger than good. Review of General Psychology, 5, 323-370. doi:10.1037//1089-2680.5.4.323
7.
BlaséJ.BlaséJ. (2003). Breaking the silence: Overcoming the problem of principal mistreatment of teachers. Thousand Oaks, CA: Corwin Press.
8.
BoglerR. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37, 662-683.
9.
BrickmanP.CoatesD.Janoff-BulmanR. (1978). Lottery winners and accident victims: Is happiness relative?Journal of Personality and Social Psychology, 36, 917-927.
10.
BrownM. E.TreviñoL. K. (2006). Ethical leadership: A review and future directions. Leadership Quarterly, 17, 595-616. doi:10.1016/j.leaqua.2006.10.004
11.
BussA. H. (1961). The psychology of aggression. New York, NY: Wiley.
12.
DayC.GurrD. (Eds.). (2014). Leading successfully: Stories from the field. London, England: Routledge.
13.
DieneschR. M.LidenR. X. (1986). Leader-member exchange model of leadership: A critique and further development. Academy of Management Review, 11, 618-634.
14.
DuffyM. K.GansterD. C.PagonM. (2002). Social undermining in the workplace. Academy of Management Journal, 45, 331-351.
15.
DuffyM. K.GansterD. C.ShawJ. D.JohnsonJ. L.PagonM. (2006). The social context of undermining behavior at work. Organizational Behavior and Human Decision Processes, 101, 105-126. doi:10.1016/j.obhdp.2006.04.005
16.
EinarsenS.AaslandM. S.SkogstadA. (2007). Destructive leadership behaviour: A definition and conceptual model. Leadership Quarterly, 18, 207-216.
17.
EinarsenS.HoelH.NotelaersG. (2009). Measuring exposure to bullying and harassment at work: Validity, factor structure and psychometric properties of the Negative Acts Questionnaire-Revised. Work & Stress, 23, 24-44. doi:10.1080/02678370902815673
18.
EngleE. M. (1997). Implicit theories, self-schemas, and leader-member exchange. Academy of Management Journal, 40, 980-1010.
19.
EnglishF. W. (2008). Anatomy of professional practice: Promising research perspectives on educational leadership. Lanham, MD: Rowman & Littlefield.
20.
FowlerF. C. (2014). Policy studies for educational leaders: An introduction (4th ed.). New York, NY: Pearson.
21.
FoxS.SpectorP. E.MilesD. (2001). Counterproductive work behavior (CWB) in response to job stressors and organizational justice: Some mediator and moderator tests for autonomy and emotions. Journal of Vocational Behavior, 59, 291-309. doi:10.1006/jvbe.2001.1803
22.
GetzelsJ. W.GubaE. G. (1957). Social behavior and the administrative process. School Review, 65, 423-441.
23.
GoddardR.GoddardM. (2006). Beginning teacher burnout in Queensland Schools: Associations with serious intentions to leave. Australian Educational Researcher, 33(2), 61-76.
24.
GurrD.DayC. (2014). Thinking about leading schools. In DayC.GurrD. (Eds.), Leading successfully: Stories from the field (pp. 194-208). London, England: Routledge.
25.
HaugeL. J.SkogstadA.EinarsenS. (2010). The relative impact of workplace bullying as a social stressor at work. Scandinavian Journal of Psychology, 51, 426-433. doi:10.1111/j.1467-9450.2010.00813.x
26.
HeckR. H.HallingerP. (2005). The study of educational leadership and management: Where does the field stand today?Educational Management Administration & Leadership, 33, 229-244. doi:10.1177/1741143205051055
27.
HoganR.RaskinR.FazziniD. (1990). The dark side of charisma. In ClarkK. E.ClarkM. B. (Eds.), Measures of leadership (pp. 343-354). West Orange, NJ: Leadership Library of America.
28.
JohnsonS. M.KraftM. A.PapayJ. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1-39.
29.
KahnemanD.TverskyA. (1984). Choices, values, and frames. American Psychologist, 39, 341-350.
30.
KeashlyL. (1997). Emotional abuse in the workplace: Conceptual and empirical issues. Journal of Emotional Abuse, 1(1), 85-117.
31.
KyriacouC.HultgrenA.StephensP. (1999). Student teachers’ motivation to become a secondary school teacher in England and Norway. Teacher Development, 3, 373-381.
32.
LeithwoodK.DukeD. L. (1998). Mapping the conceptual terrain of leadership: A critical point of departure for cross-cultural studies. Peabody Journal of Education, 73(2), 31-50. doi:10.1207/s15327930pje7302_2
33.
LambertL.WalkerD.ZimmermanD. P.CooperJ. E.LambertM. D.GardnerM. E.SzaboM. (2002). The constructivist leader (2nd ed.). New York, NY: Teachers College Press.
34.
LumbyJ.CrowG.PashiardisP. (Eds.). (2008). International handbook on the preparation and development of school leaders. New York, NY: Routledge.
35.
LunenburgF. C.OrnsteinA. C. (2014). Educational administration: Concepts and practices (7th ed.). Belmont, CA: Wadsworth.
36.
Lutgen-SandvikP.TracyS. J.AlbertsJ. K. (2007). Burned by bullying in the American workplace: Prevalence, perception, degree and impact. Journal of Management Studies, 44, 837-862.
37.
MurphyF. M.HuntD.WasongaT. A. (2004). Cocreated leadership: Leadership from within. International Association of School Business Officials, 70(10), 20-21.
38.
NevinA.BradshawL.Cardelle-ElawarM.Diaz-GreenbergR. (2014). Becoming a teacher: A cross-cultural analysis of motivation and teacher identity formation. In JenlinkP. M. (Ed.), Teacher identity and the struggle for recognition: Meeting the challenges of a diverse society (pp. 77-88). Lanham, MD: Rowman & Littlefield.
39.
PadillaA.HoganR.KaiserR. (2007). The toxic triangle: Destructive leaders, susceptible followers, and conducive environments. Leadership Quarterly, 18, 176-194.
40.
PithersR. T. (1995). Teacher stress research: Problems and progress. British Journal of Educational Psychology, 65, 387-392.
SchneiderK. T.SwanS.FitzgeraldL. F. (1997). Job-related and psychological effects of sexual harassment in the workplace: Empirical evidence from two organizations. Journal of Applied Psychology, 82, 401-415.
43.
ShernoffE. S.MehtaT. G.AtkinsM. S.TorfR.SpencerJ. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59-69. doi:10.1007/s12310-011-9051-z
44.
SkogstadA.EinarsenS.TorsheimT.AaslandM. S.HetlandH. (2007). The destructiveness of laissez-faire leadership behavior. Journal of Occupational Health Psychology, 12(1), 80-92. doi:10.1037/1076-8998.12.1.80
45.
SmithN. K.LarsenJ. T.ChartrandT. L.CacioppoJ. T.KatafiaszH. A.MoranK. E. (2006). Being bad isn’t always good: Affective context moderates the attention bias toward negative information. Journal of Personality and Social Psychology, 90, 210-220. doi:10.1037/0022-3514.90.2.210
46.
SmylieM. A. (1999). Teacher stress in a time of reform. In VandenbergheR.HubermanA. M. (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 59-84). Cambridge, England: Cambridge University Press.
47.
SpillaneJ. P.HalversonR.DiamondJ. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36, 3-34. doi:10.1080/0022027032000106726
48.
TepperB. J. (2000). Consequences of abusive supervision. Academy of Management Journal, 43, 178-190.
49.
TepperB. J. (2007). Abusive supervision in work organizations: Review, synthesis, and research agenda. Journal of Management, 33, 261-289. doi:10.1177/0149206307300812
50.
TepperB. J.DuffyM. K.HooblerJ.EnsleyM. D. (2004). Moderators of the relationships between coworkers’ organizational citizenship behavior and fellow employees’ attitudes. Journal of Applied Psychology, 89, 455-465. doi:10.1037/0021-9010.89.3.455
51.
TepperB. J.HenleC. A.LambertL. S.GiacaloneR. A.DuffyM. K. (2008). Abusive supervision and subordinates’ organization deviance. Journal of Applied Psychology, 93, 721-732.
52.
ThoroughgoodC. N.TateB. W.SawyerK. B.JacobsR. (2012). Bad to the bone: Empirically defining and measuring destructive leader behavior. Journal of Leadership & Organizational Studies, 19, 230-255. doi:10.1177/1548051811436327
53.
ToorS.-R.OgunlanaS. (2009). Ineffective leadership: Investigating the negative attributes of leaders and organizational neutralizers. Engineering, Construction and Architectural Management, 16, 254-272. doi:10.1108/09699980910951663
54.
VelsorE. V.LeslieJ. B. (1995). Why executives derail: Perspectives across time and cultures. Academy of Management Executive, 9(4), 62-73.
55.
VinokurA. D.Van RynM. (1993). Social support and undermining in close relationships: Their independent effect on mental health in unemployed persons. Journal of Personality and Social Psychology, 65, 350-359.
56.
WasongaT. A. (2014). Social control for democratic community. Journal of School Leadership, 24, 1155-1176.
57.
WayneS. J.FerrisG. R. (1990). Influence tactics, affect, and exchange quality in supervisor-subordinate interactions: A laboratory experiment and field study. Journal of Applied Psychology, 75, 487-499.
58.
WhiteR. P.DevriesD. L. (1990). Making the wrong choice: Failure in the selection of senior-level managers. Leadership in Action, 10(1), 1-5.
59.
YagilD. (2006). The relationship of abusive and supportive workplace supervision to employee burnout and upward influence tactics. Journal of Emotional Abuse, 6(1), 49-65. doi:10.1300/J135v06n01_03
60.
YamadaD. C. (2000). The phenomenon of “workplace bullying”and the need for status-blind hostile work environment protection. Georgetown Law Journal, 88, 475-536.
61.
ZellarsK. L.TepperB. J.DuffyM. K. (2002). Abusive supervision and subordinates’ organizational citizenship behavior. Journal of Applied Psychology, 87, 1068-1076.
