THE RELATIONSHIP BETWEEN MOBBING AND JOB PERFORMANCE AMONG SECONDARY SCHOOL PHYSICAL EDUCATION TEACHERS

Abstract

Mobbing can be defined as psychological harassment and bullying behaviors that individuals are subjected to in the workplace. These types of negative behaviors can significantly impact employees' job performance. Victims of mobbing often experience a loss of self-confidence, decreased motivation, and reduced commitment to their work. Constant exposure to stress can lead to issues with concentration and a decline in productivity. Moreover, mobbing can result in higher absenteeism rates, increased desire to leave the job, and burnout syndrome among employees, which negatively affects overall work efficiency. Mobbing not only impacts individual performance but also disrupts the morale of the entire team and the organization’s functioning. In educational institutions, a peaceful and supportive working environment enables teachers and other staff to focus more on their duties and better respond to students' needs. Identifying and eliminating mobbing behaviors preserves workplace harmony within the institution and, in the long run, enhances the success of both employees and students. The purpose of this study is to determine the relationship between mobbing perceptions and employee performance among secondary school physical education teachers working in Istanbul. A total of 248 physical education teachers voluntarily participated in the study. The results of the correlation analysis revealed a significant negative relationship between mobbing and job performance (r=-0.583, p<0.01). As mobbing increases, job performance decreases by 58.3%. The results of the regression analysis showed that when the perception of mobbing increases by 1 unit, job performance decreases by 0.550 units (β=-0.550, p<0.01). Additionally, the regression analysis of mobbing sub-dimensions identified job and career-related obstacles as the variable that most negatively affects job performance.