International Journal of Educational Policy Research and Review
Vol.3 (4), pp. 73-79 June, 2016
Available online at https://www.journalissues.org/IJEPRR/
Article ID:/16/EPRR/032/07 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.
Original Research Article
Workplace bullying as ‘anti-positive psychology’ in institutions of higher learning
Fritz Ngale Ilongo
National University of Lesotho,P. O Box 180, Roma, Lesotho
Author’s Email: firstname.lastname@example.org
Tel: +266 22340000
This study explores the correlations between workplace bullying and key elements of positive psychology among academic staff in the National University of Lesotho. The methodology for this study is the qualitative research approach, with an overarching intention of making meaning out of respondents’ experiences of the phenomenon of workplace bullying. The sampling method is purposive, in respect of the qualitative principle of appropriateness, and to facilitate the choosing of participants who represent information-rich cases from whom the researcher could learn much in relation to the issues under study.Data for this study is collected through a semi-structured interview on twenty academic staff members of the aforementioned institution. Data analysis is done through the iterative and inductive methods of the Interpretive Phenomenological Analysis (IPA). Results of the study highlight the fact that impacts of workplace bullying on staff psychological wellness are at the negative end of the spectrum of the key elements, precepts, principles, and values of positive psychology. The researcher concludes that workplace bullying is ‘anti-positive psychology’ considering key elements of positive psychology such as the negative brain, the role of positive emotion, the psychological paradox, and flow.
Key words: positive psychology, negative brain, positive emotion, psychological paradox, flow