Description

The Mobbing-related Self-Efficacy Expectations of Teachers (MOB-SWK) scale is designed to assess teachers’ perceived self-efficacy in managing and responding to mobbing and persistent workplace harassment within the school environment. It focuses on teachers’ confidence in their ability to recognize, address, and effectively manage negative or aggressive behaviors occurring among colleagues.

Mobbing may involve repeated verbal attacks, psychological pressure, devaluation, social exclusion, or other forms of persistent negative interpersonal behavior that can adversely affect the working climate and teachers’ professional well-being.

Purpose

The primary purpose of the scale is to evaluate teachers’ confidence in their capacity to cope with mobbing situations, seek appropriate solutions, provide support, and intervene effectively when necessary.

Assessment of mobbing-related self-efficacy may contribute to a better understanding of factors associated with professional resilience, job satisfaction, occupational stress, and the prevention of teacher burnout.

Scoring

Participants typically respond to statements using a Likert-type scale. The items address aspects such as management skills, supportive responses, intervention strategies, and confidence in resolving difficult workplace situations.

Higher scores generally indicate stronger perceived self-efficacy in dealing with mobbing-related situations, according to the scoring instructions of the specific version of the instrument being administered.

Applications

The MOB-SWK may be used in research examining school climate, teachers’ occupational well-being, workplace stress, burnout, conflict management, and responses to workplace harassment. It may also support the development and evaluation of training programs aimed at strengthening teachers’ coping and intervention skills and promoting safer, healthier educational workplaces.

References

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman and Company.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, burnout, and job satisfaction. Journal of Educational Psychology, 99(3), 611–625.