Heath, A and J-F and Swabey, K, A framework to explore common incidents in secondary schools guided by content analysis, What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 223-232. ISBN 9789463005227 (2016) [Research Book Chapter]
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A unique design is required where archival documents of employees are analysed for grievances. To deliver valid results for such an analysis, an understanding of the context in which the grievance took place is necessary alongside how it was resolved. The strength of content analysis is its ability to identify trends and patterns in archival documents (Stemler, 2001). As a result, a researcher is able to categorise quantifiable behaviours obtained from formal written documentation into a valid coding system (Hsieh & Shannon, 2005).
This chapter outlines the application of content analysis to assist in the investigation of covert ogre behaviour (Babiak & Hare, 2006; Clarke, 2005). The word ‘ogre’ is used to encapsulate the following examples of behaviour that have the ability to take on subtle forms: social segregation, exclusion, excessive control and criticism, failure to consult about changes, withholding of information, and manipulation. Ogres often use indirect aggression that is subtle and often unnoticed until it has escalated (MacIntosh, 2005). The behaviour is also mistakenly labelled as simple deviance (Robinson & Bennett, 1995), personality clashes (Ferris, 2004) or minor aggression (Keashly, 2010; Kelly, 2007). In most cases ogres are able to leave their target uncertain as to whether or not the perceived antagonism was intended (Clarke, 2005; Kaukiainen et al., 2001).
|Item Type:||Research Book Chapter|
|Research Group:||Other Education|
|Research Field:||Education not elsewhere classified|
|Objective Division:||Education and Training|
|Objective Group:||Education and Training Systems|
|Objective Field:||Education and Training Systems not elsewhere classified|
|Author:||Heath, A (Dr Anne Heath)|
|Author:||J-F (Dr J F)|
|Author:||Swabey, K (Associate Professor Karen Swabey)|
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