Nigerian Teachers’ Affective Profiles and Workplace Behavior
Chukwuorji, John Bosco Chika ; Eze, Precious ; Ugwuanyi, Chidera Charity ; Onyedire, Nneoma Gift ; Nnadozie, Ebele Evelyn and Garcia, Danilo LU
(2023)
p.245-267
- Abstract
Background: The teaching profession is considered as one of the most highly stressful professions. Indeed, teachers from many countries report high levels of stress and low levels of subjective well-being (e.g., low levels of positive affect and high levels of negative affect). In this context, a teachers’ affective profile might be an indication of their vulnerability for falling into counterproductive workplace behavior or their ability to let go of transgressions at work (i.e., forgiveness). Aim: We aimed to investigate the association between teachers’ affectivity (positive and negative affect) and workplace behavior. More specifically, we investigated if Nigerian teachers with different affective profiles use distinct strategies... (More)
Background: The teaching profession is considered as one of the most highly stressful professions. Indeed, teachers from many countries report high levels of stress and low levels of subjective well-being (e.g., low levels of positive affect and high levels of negative affect). In this context, a teachers’ affective profile might be an indication of their vulnerability for falling into counterproductive workplace behavior or their ability to let go of transgressions at work (i.e., forgiveness). Aim: We aimed to investigate the association between teachers’ affectivity (positive and negative affect) and workplace behavior. More specifically, we investigated if Nigerian teachers with different affective profiles use distinct strategies when influencing their superiors (Study 1) and if they differ in forgiveness at work and counterproductive workplace behavior (Study 2). Methods: In both studies, the teachers answered to the Positive Affect Negative Affect Schedule. In Study 1, 208 teachers from 8 secondary schools in the Nsukka urban area of Enugu state, Nigeria, answered to the Strategies of Upward Influence measure, which assesses three types of behaviors toward upward influence tactics at work: organizational beneficial, self-indulgent, and destructive behaviors. In Study 2, 319 rural public secondary school teachers from 8 schools under the Obollo-Afor Educational Zone of the Post-primary Schools Management Board (PPSMB) in Enugu state, Nigeria, answered to the Workplace Forgiveness Scale and the Counterproductive Work Behavior Checklist. We calculated the percentiles for participants’ positive and negative affect scores to categorize them as high and low in each affectivity dimension. By combining high/low positive affect and negative affect, we assigned each of the participants into one of the four affective profiles: self-fulfilling (high positive affect/low negative affect), high affective (high positive affect/high negative affect), low affective (low positive affect/low negative affect), and self-destructive (low positive affect/high negative affect). Besides common linear analyses, we also focused on matched comparisons or differences between profiles that are similar in one affective dimension and differ in the other. Results: In Study 1, we found that high negative affect was associated to individuals’ tendency to destructive behavior at the workplace only when positive affect was also high (t = 2.19, df = 108, p < 0.05; Cohen’s d = 0.41). In Study 2, we found that both positive affect and negative affect were moderately associated to forgiveness at work and counterproductive work behavior. For high positive affect, the strongest relationship to forgiveness at work (t = 2.93, df = 150, p > 0.01; Cohen’s d = 0.48) and counterproductive work behavior (t = -4.09, df = 150, p ° 0.001; Cohen’s d = 0.66) was when negative affect was also high. For high negative affect, the strongest relationship to forgiveness at work (t = -3.27, df = 150, p < 0.001; Cohen’s d = 0.53) and counterproductive work behavior (t = 5.18, df = 150, p < 0.001; Cohen’s d = 0.84) was when positive affect was low. Conclusions: High negative affect was associated to individuals’ tendency to, for example, spread rumors about someone to advance at work and other malevolent tendencies, only when positive affect was also high. On the other hand, independently of individuals’ experience of high or low levels of negative affect, high levels of positive affect led to greater forgiveness toward offenders at work and to less counterproductive behavior. Likewise, independently of individuals’ experience of high or low levels of positive affect, high levels of negative affect led to less forgiveness toward offenders at work and to more counterproductive behavior. Hence, subjective well-being interventions among teachers might help to create a better work climate for them, their colleagues, and their students.
(Less)
- author
- Chukwuorji, John Bosco Chika
; Eze, Precious
; Ugwuanyi, Chidera Charity
; Onyedire, Nneoma Gift
; Nnadozie, Ebele Evelyn
and Garcia, Danilo
LU
- organization
- publishing date
- 2023-01-01
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Affective profiles, Counterproductive work behavior, Forgiveness, Upward influence
- host publication
- The Affective Profiles Model : 20 Years of Research and Beyond - 20 Years of Research and Beyond
- pages
- 23 pages
- publisher
- Springer International Publishing
- external identifiers
-
- scopus:85206057205
- ISBN
- 9783031242199
- 9783031242205
- DOI
- 10.1007/978-3-031-24220-5_14
- language
- English
- LU publication?
- yes
- id
- 7babb09b-3048-4bc1-b0d3-2edf02d877af
- date added to LUP
- 2024-12-16 13:22:24
- date last changed
- 2025-07-01 05:18:56
@inbook{7babb09b-3048-4bc1-b0d3-2edf02d877af,
abstract = {{<p>Background: The teaching profession is considered as one of the most highly stressful professions. Indeed, teachers from many countries report high levels of stress and low levels of subjective well-being (e.g., low levels of positive affect and high levels of negative affect). In this context, a teachers’ affective profile might be an indication of their vulnerability for falling into counterproductive workplace behavior or their ability to let go of transgressions at work (i.e., forgiveness). Aim: We aimed to investigate the association between teachers’ affectivity (positive and negative affect) and workplace behavior. More specifically, we investigated if Nigerian teachers with different affective profiles use distinct strategies when influencing their superiors (Study 1) and if they differ in forgiveness at work and counterproductive workplace behavior (Study 2). Methods: In both studies, the teachers answered to the Positive Affect Negative Affect Schedule. In Study 1, 208 teachers from 8 secondary schools in the Nsukka urban area of Enugu state, Nigeria, answered to the Strategies of Upward Influence measure, which assesses three types of behaviors toward upward influence tactics at work: organizational beneficial, self-indulgent, and destructive behaviors. In Study 2, 319 rural public secondary school teachers from 8 schools under the Obollo-Afor Educational Zone of the Post-primary Schools Management Board (PPSMB) in Enugu state, Nigeria, answered to the Workplace Forgiveness Scale and the Counterproductive Work Behavior Checklist. We calculated the percentiles for participants’ positive and negative affect scores to categorize them as high and low in each affectivity dimension. By combining high/low positive affect and negative affect, we assigned each of the participants into one of the four affective profiles: self-fulfilling (high positive affect/low negative affect), high affective (high positive affect/high negative affect), low affective (low positive affect/low negative affect), and self-destructive (low positive affect/high negative affect). Besides common linear analyses, we also focused on matched comparisons or differences between profiles that are similar in one affective dimension and differ in the other. Results: In Study 1, we found that high negative affect was associated to individuals’ tendency to destructive behavior at the workplace only when positive affect was also high (t = 2.19, df = 108, p < 0.05; Cohen’s d = 0.41). In Study 2, we found that both positive affect and negative affect were moderately associated to forgiveness at work and counterproductive work behavior. For high positive affect, the strongest relationship to forgiveness at work (t = 2.93, df = 150, p > 0.01; Cohen’s d = 0.48) and counterproductive work behavior (t = -4.09, df = 150, p ° 0.001; Cohen’s d = 0.66) was when negative affect was also high. For high negative affect, the strongest relationship to forgiveness at work (t = -3.27, df = 150, p < 0.001; Cohen’s d = 0.53) and counterproductive work behavior (t = 5.18, df = 150, p < 0.001; Cohen’s d = 0.84) was when positive affect was low. Conclusions: High negative affect was associated to individuals’ tendency to, for example, spread rumors about someone to advance at work and other malevolent tendencies, only when positive affect was also high. On the other hand, independently of individuals’ experience of high or low levels of negative affect, high levels of positive affect led to greater forgiveness toward offenders at work and to less counterproductive behavior. Likewise, independently of individuals’ experience of high or low levels of positive affect, high levels of negative affect led to less forgiveness toward offenders at work and to more counterproductive behavior. Hence, subjective well-being interventions among teachers might help to create a better work climate for them, their colleagues, and their students.</p>}},
author = {{Chukwuorji, John Bosco Chika and Eze, Precious and Ugwuanyi, Chidera Charity and Onyedire, Nneoma Gift and Nnadozie, Ebele Evelyn and Garcia, Danilo}},
booktitle = {{The Affective Profiles Model : 20 Years of Research and Beyond}},
isbn = {{9783031242199}},
keywords = {{Affective profiles; Counterproductive work behavior; Forgiveness; Upward influence}},
language = {{eng}},
month = {{01}},
pages = {{245--267}},
publisher = {{Springer International Publishing}},
title = {{Nigerian Teachers’ Affective Profiles and Workplace Behavior}},
url = {{http://dx.doi.org/10.1007/978-3-031-24220-5_14}},
doi = {{10.1007/978-3-031-24220-5_14}},
year = {{2023}},
}