Document Type : Research Paper
Authors
1 Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
2 Professor, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
Abstract
This study aimed at analyzing teachers' experiences regarding undesirable behaviors of elementary school principals. To address it, qualitative as well as phenomenological approaches were employed. The statistical population of the study included all elementary school teachers in Districts 1 and 2 of Sanandaj during the academic year 2024–2025. Data were collected through semi-structured interviews and analyzed using thematic analysis and theme-network methods. After conducting in-depth interviews with 14 participants, selected purposefully via snowball sampling, theoretical saturation was achieved. In order to ensure data validity and reliability, interview transcripts were reviewed and confirmed by participants. Also, extracted codes were peer-reviewed for four interviews, demonstrating acceptable inter-coder agreement. Results indicated that undesirable managerial behaviors of principals were manifested at two levels. The first one was organization-oriented behaviors (financial and managerial deviations), and the second one was subordinate-oriented behaviors (discrimination, authoritarianism, rudeness, humiliation, excessive demands, lack of support, and poor interpersonal relationships.
The consequences of such behaviors at subordinate level were reduced motivation and job satisfaction, increased sycophancy, undermining, pretense of work, heightened anxiety, and aggression. This is while the consequences at the organizational level were erosion of organizational cohesion, decreased organizational commitment, wastage of material and financial resources, and lack of staff participation in decision-making. In order to eliminate or reduce such behaviors, steps should be taken to enhance principals' ethical competencies.
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