Typology of Deviant Behaviors among Teachers and its Implications to School Management on Emerging Trends

Abstract

INTRODUCTION

Teachers sometimes behave contrary to the expectations and norms of the organization. In workplace deviance, employees consciously violate the rules of the organization, which, in turn, has the potential to negatively affect the organization itself, its members, or both. Workplace deviance, depending on the type of the behavior, is categorized into two dimensions: organizational deviance and deviance between individuals. Teachers' deviant behaviors, by breaking school rules or interpersonal relationships, may harm the school and the students. Therefore, it is important to identify and prevent such deviant behaviors. The study aimed to describe the deviant behaviors committed by the teachers for the past three years in a selected school in Sto. Tomas, Batangas.

METHODS

The study utilized the descriptive method of research. The respondents were eighty teachers from Sto. Tomas, Batangas who were identified to have deviant behaviors recorded in the past. Data were gathered through a documentary analysis of the record, aswell as by interview conducted to them. Percentage computation was used to determine the answers to the questions from the documents analyzed.

RESULTS

There were 9 or 11 percent of the teachers pretending to be ill. 25 or 31 percent of the teachers came late to class, 27 or 34 percent of the teachers were being disrespectful to superiors and co-workers, 19 or 24 percent of the teachers were violating defamation of students like reprimanding, scolding, etcetera, and 21 or 26 percent of the teachers were misinforming parents.

DISCUSSIONS

The following are the recommendations of the study: the school principals should do something to address the deviant behaviors committed by the teachers towards the school, towards work, towards co-workers, towards students, and towards parents in order to prevent them from becoming a habit among the teachers. They need to train and study the proper handling of the challenges they face when dealing with teachers’ deviant behaviors that included political interference, lack of support by supervisors, teachers are influential, and inappropriate knowledge on the part of the principal in the management of discipline. The principals should correct the image of the school climate to the community by inviting all the stakeholders to improve the misunderstanding among teachers, thereby stopping the disruptive behaviors of the teachers. The use of the school-based program developed to address the identified deviant behaviors of teachers should be considered.