Negative Leadership: Promoting School Bullying and Ignoring the Mindfulness of Individual/Child-Juniper Publishers
Juniper Publishers-Social Sciences
Abstract
Leadership have multi-dimensional approaches so does
the leader’s and their leadership characteristics. These approaches and
characteristics can be both negative and positive. However, negative
leadership approaches are the cause and effects towards promoting
school/organizational bullying within the organizational macro, meso and
micro level. Although micro level bullying is often studied within the
student’s level, but peer bullying is also very likely causing the
negativity environment. This peer bullying within the macro and meso
level are the transformation through the negative leadership and
leadership toxicity. Both these characteristics can have the immense
impact within the organizational and home or social environs. Moreover,
successful leaders’ imitational impact of negative leadership is more
likely to spread speedily than the less successful leaders’ negative
leadership.
This transformation of leadership both negative and
toxicity leadership approaches can generate the leadership role model in
the followership domain, which can further be transformed in their
social arenas and social environs. Mindfulness at home and organization
is essential, however, negative leadership and leadership toxicity can
ignore the people’s mindfulness creating unrest of mind and thus remain
mindful to win over other and towards success of oneself.
Keywords:
Mindfulness; Toxicity; Transformations; Classical Learning; Operant
Learning; Cognitive and Social Learning; Leader; Leadership; Role Model;
Personality; Bullying; Suppression; Oppression; Frustrations; Imitating
Game; Behavior
Introduction
Leadership has been studied from different
dimensions. This includes both the positive and the negative leadership
approaches. Leadership approaches often is considered as a positive
aspect to enrich followership domain. Rajbhandari & Rajbhandari [1]
states leadership is not complete and always needs maintenance
especially with the maintenance of psychological, sociological and
physiological (PSP) parameters in both the domains of leadership and
followership. The leadership maintenance paradigm therefore enriches
leaders and the followers in educational settings, thus eliminating the
negative leadership and turning it into positive leadership through
generating systemic and conducive PSP by having the mirror effects from
leadership to followership and vice versa [2,3]. One of the dimensions
of studying negative leadership is through understanding the school
bullying. The question about exploring and understanding the negative
leadership approaches of school bullying arises from who initiates and
instigates for school bullying.
Although the question in relation to understanding
this phenomenon is broad, it can be studied from multi-dimensional
leadership approaches [2]. This dimension is closely knotted with the
educational leadership, pedagogical leadership including
teacher’s leadership, and student’s leadership approaches. Although
these dimensions vary in contextual settings, these leadership settings
are knotted tightly within leadership domain either producing positive
or negative leadership within the school environment.
Who promotes the negative leadership is another
dimension, this is necessary to understand? As negative leadership is
tightly knotted in organizational bullying, this also have a negative
followership approach. Organizational bullying or school bullying [4-6]
does not only refer to student bullying the other student. This is also
referred as to peer bullying and follower bullying. This peer bullying,
workplace bullying, or organizational bullying can have multiple meaning
from harassment of sexual abuse to abusive quarrelling, humiliations,
argumentative instructions from senior peers and so forth [6,7].
Organizational bullying generates a negative
environment, thus producing the lack in followership’s commitment
including all the actors in schools. More often, school bullying is
closely monitored within the student’s parameters (Micro level).
However, peer bullying (Meso Level) is nonetheless, the least factors
most ignore to consider. In the other words, student bullying has become
a natural practice in educational settings and does not
account to contribute school effectiveness. However, peer bullying
from the dimension of bullying from school leader to teachers and
superior teacher (Macro Level) bullying their peer and colleagues
are also imminent in organizational behaviour and contributes
towards the growth of negative leadership. In all of these cases,
mindfulness of followers is an utmost important factor which
generates variations in contextual settings, thus producing a
negative growth of school environment.
In educational settings, all these levels (Macro, Meso and
Micro) [8] are interconnected and intertwined to each other.
Variations in any of these levels can generate a vibe in the other
level, producing a mirror effect through the cause and effect
relations. However, amongst these levels, the effects of micro level
are nominal but can cause a long-term slow effect. The variations
in macro and meso level are strong and have fast reactions to
produce mirror effects [9] between and amongst the leaders and
peers. It is a leaders Skill, Ability, Competences and Intelligence
(SACI) [10] to maintain organizational effectiveness by implying
the Art and Science of Leadership towards maintenance of
Leadership elasticity and leadership equilibrium [11].
Organizational bullying and school bullying are both
produced from within and from outside environment. The within
organizational bullying is a lack of positive leadership and this
is either because of lame leadership or the negative leadership
traits. Similarly, the outside bullying practices are more intense
and have strong psychological, sociological and physiological
(PSP) parameters connections to an individual traits and
behavioral formations. The outside bullying PSP parameters are
generated through the individual or child’s surroundings and
environments, especially, from the parents/guardians at home.
This devolves the child unrest mind, which then is released at
places during the absence of their parents. Moreover, the anger
generated within the child unrest mind is released to others in the
form of jealousy, criticism, competition, and wining over others
by hurting in similar fashion regularly thus forming a pattern of
negative leadership behavior. This is also accumulated through
the achieved traits inherited from their parents/guardians, which
the individual/child faces in regular social environs.
Mindfulness at Home
Tolerance at mind can blast if incase the individual/child
is suffering from similar pattern of negative behavior at social
environs. This can be brought about by different social interactive
actors, such as, parents, spouses, guardian, neighbor and so forth.
Any sort of unlikely behavior which is being experienced in a
regular and continuous basis in a similar pattern generates a mirror
effect, causing an unrest mind to an individual. Experiencing the
tolerance of unlikely pattern of negative behavior [12] frequently
and continuously generates an anger mind. In few cases, the anger
is released to the ones who is causing the disruptive behavior.
This settles down the unrest mind immediately, which can
also have positive consequences in shaping the mindfulness of
behavior towards others. However, many individual/children are
weak and may not release their anger to the same person who is
bullying them. Especially in the case of a child, they do not release
their anger to their parents; however, their anger can be released
to the same person as they reach a certain age. But in many cases,
these unrest mind of the individual/child immensely activate at
other places by releasing the same pattern of behavior that they
are experiencing and thus forms a trait which quite often becomes
their trademark.
Although the nature of releasing the unrest mind tensions may
not be in the same fashion, it can be even bigger and devastating;
however, this depends within the contextual environments. In
some cases, few individuals/children may have been experiencing
bullies at both places, which can be school/work place and at home
or social environs. In such cases, form of releasing the tension of
unrest mind could be hurting one self, which is a form of weaker
personality traits [13-15]. Moreover, personality and cognition
are similar which makes it difficult to make concrete distinctions
[16] and understanding these two traits are even difficult and
moreover, colliding to contradict these two as a similar trait can be
devastating at times and situations, without proper understanding
these two phenomena as a separate entity.
Mindfulness at Workplace/School
Workplace and school are the places where most individual and
child spend their time by interacting and socializing themselves.
What is so devastating is that when interactions and socializing
comes to a halt that forms a situation of isolation and exclusion. In
a situation of this kind of experiences, an individual/child releases
their tensions, anger and stress at home amongst their children,
parents, spouses, guardian and so forth. Contentious releasing
of tension at home place can be a matter of transformation to
bullying your own child/children. This can have a strong cause
and effect relationship, which then a child/individual releases
at others during the absence of their parents, guardians, spouse
and so forth. In all these cases, remaining mindful of other and
maintaining PSP parameters is an utmost important component
that every one of us must consider seriously to prevent the
transformation of bullying and negative leadership.
Transformation of Mindfulness
Social Transformation [17-19] of mindfulness [20-23]
has become an essential component at home and workplace
environments. Initiating the negative traits and behavior promotes
and nurture bullies. This is often visible in shaping the negative
behavior of individual/child reflecting the nature and the behavior
of their parents and surroundings. Promoting negative behavior
can sub-consciously be released towards others unknowingly,
especially to a child. Although, parents, guardian, spouse, neighbor
and so forth deny on promoting negative behavior, their small
mistakes can become an error. Mistakes are to be rectified and
must be corrected in parents, guardian, spouse and so forth and
importantly child/children. This therefore promotes in generating
mindfulness in an individual/child, which is then released in a similar pattern towards others. This releasing syndrome is a
transformation of a learnt behavior of an individual/child of being
mindful within themselves and towards others.
Discussions and Conclusions
Leadership can be both positive and negative. In most cases,
the positive can have big positive impact towards followership
domain. However, with negative leadership, it can put a big
negative impact to the organizational climate [24]. Although
various leadership styles are discussed within the leadership
studies, among these leadership styles, autocracy leadership is
one of the undesirable leadership style for the followers, however,
this is not negative until it is generating task orientations behavior
towards the betterment of organizations but not for oneself.
While, autocracy leadership could be negative, if a leadership
is doing best for oneself but not towards the organization and
the followers. However, within the organization and people vs
mindfulness, leadership can take a different turn, while win for
the organization is little to be found and win for oneself is more
likely and according to Sergiovanni [25] doing the best for oneself
to win over others are even higher.
Negative Leadership and Organizational Bullying
Negative leadership [24] is an aspiring phenomenon towards
generating organizational bullying. Negative leadership and
organizational bullying may be totally a separable term; however,
it is interconnected within a thin weave of thread, which may not
be seen but can be felt.
Leadership can be transformed so does the bullying. Negative
Leadership can have aspiring transformational speed through
the leadership toxicity of behavioral approaches. These are
transformed through the channel of macro, meso, micro and micro
educational climates. Leadership toxicity can fast spread within
the environment and can reach the followers domain and for
some, it could be a way out for the imitation game. This negative
imitation can have dramatic impact to the micro climate and so
does to the meso level environment. Most adopt to survive in the
organization and for some it could be the way of demonstrating the
learnt behavior. This learning behavior is incorporated through
the cognitive [26-29] and social learning [30,31], while operant
learning [32,33] plays the most minimum role. Although classical
learning can have the immense impact to an individual learning,
this causes the action of imitating toxicity leadership behavior.
This negative leadership promotes organizational bullying
both in the meso and micro level. The trend of leadership toxicity
and negativity approaches towards others is passed down to
followers to ease the oppressed and suppressed psychological
trauma and thought developing within an individual’s mind.
Moreover, remaining mindful within this toxicity of leadership
approaches is difficult and may sometimes causes frustrations,
which are further released at home with their spouse or children.
This therefore is further transformed down to mold the attitudinal
behavior of the children further generating their classical
conditioning to imitate this leadership toxicity from their elders,
which often are released from their parents.
Classical conditioning [34] is very strongly attached to ones
learning behavior. Moreover, negative leadership imitations can
agitate these learning to become more active within the social
environments. However, operant learning is slow to develop and
hence a child may not be sufficiently equipped. This is because;
the cognitive paradigm of a child is also slow to develop.
The learnt behavior from the classical learning is strong
because most individuals are attached to this environment, for
example, when we go to some function, or in the speech, most
people are day dreaming and at the end they clap to applauses,
simply because other starts clapping. If you take a child to this
speech function, it is definite that a child will also clap following
the other. This is the reason why classical learning is very powerful.
Leadership Role Model
Leadership role model is essential, however, negative
leadership and leadership toxicity imitation and implying in
organizations or at home is not healthy to the environment.
Toxicity leadership can have multiple paradigm. This could
be released from our behavior, more often this is visible in an
individual who have the type A Personality than in individual
who have the Type B Personality. An action speaks louder than
words, but in negative leadership and toxicity leadership both are
louder. Both actions and words are crucial ingredient to promote
organizational bullying, and this can be passed down through the
channel of frustrations, anxiety, suppressions, oppressions, and so
forth.
Leadership dominating styles and characteristic [35]
suppresses followership domain and this is released further
by the followers towards the down channel to release their
anxiousness to others just to feel relief from the tensed situations.
A dominating characteristic of a leader are transformed through
the classical conditioning which may further be adopted by the
learner as a negative leadership role model. This is possible, if a
leader possessing this negative leadership quality and leadership
toxicity is powerful, successful and demonstrative. For example,
most often these phenomena can be linked and connected to the
movie actors who always win despite all the odds [36].
In conclusion, negative leadership produces toxicity within
the environment and outside. While leadership transformation
is likely to be higher with those possessing success and fame,
these leaders’ characteristics of negative leadership are likely
to be transformed quickly. In educational settings, we have
competitions between schools, the best and the good to the worse.
The best school’s leader’s negative leadership can have speedy
transformation while compared to the worse school’s leader’s
negative leadership. However, if we interchange the leaders from
worse school to the best school, the result may be the same.
Therefore, it is the social environment that generates the social
inequity and hence the success wins over the odds and their characteristics are transformed easily and efficiently while those
who are positive and are not successful.
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