School principals' views on teachers' counterproductive work behaviors

The aim of this study is to determine school principals' views on counterproductive work behaviors (CWB) observed in teachers. The study was designed in accordance with a qualitative case study approach. The study group consisted of 20 secondary school principals working in public middle schools affiliated with the Ministry of National Education in a province in Central Anatolia, selected through convenience sampling. The data were collected through face-to-face interviews using a semi-structured interview form developed by the researcher. Expert opinions were obtained regarding the interview form. The data were analyzed through content analysis. The analyzed data were presented in tables under codes, categories, and themes. The findings indicate that school principals observed the following counterproductive work behaviors in teachers: loafing, work procrastination, lack of professional focus, abuse of leave and medical reports, indifference toward students, sabotage, spreading gossip and rumors, and misuse of school property. As the reasons for these behaviors, they cited personal, organizational, and environmental factors. Principals also stated that these behaviors negatively affect the school environment, the educational process, and students. To cope with such behaviors, they reported using various individual strategies, disciplinary and warning methods, and administrative sanctions. As solutions to prevent these behaviors, they proposed changes in the structure of management and organization, provision of financial and structural support, enhancement of educational quality, and a re-evaluation of teacher training processes. The results of the study were discussed in light of the relevant literature, and several recommendations were developed based on the findings.