Investigating Workplace Discrimination Among Teachers in Public Schools

Abstract

This study focuses on teachers' workplace discrimination in public-sector schools in Tehsil Kharian, District Gujrat, Pakistan. A descriptive survey approach was taken, surveying a sample of 235 public-sector school teachers, selected using random sampling. Discrimination was measured using a self-developed 21-item questionnaire titled “Workplace Discrimination” which examined discrimination in three dimensions: Hierarchical Discrimination, Interpersonal Discrimination, and Favoritism. The discrimination questionnaire has a high reliability score of Cronbach’s Alpha = 0.92 and considerable consistency within each of the 21 items. The value of CVI was calculated 0.98 for 14 experts. Descriptive statistics of mean, frequency, and standard deviation on SPSS (Version 24) were performed and revealed the teachers perceive a moderate degree of discrimination associated with workplace discrimination on all three dimensions. The majority of the teachers assessed discrimination within the hierarchical structures of the school and favoritism directed toward them as discrimination as moderated to high, while within the scope of interpersonal communication he perceived discrimination as moderate to high. These findings justify the conclusion that moderate discrimination in terms of the assessed dimensions exists and that these experiences vary with the public school. Finally, the study recommends the need for equal, fair, and open systems of communication at public schools to bring a reduction in the discrimination described.

Keywords: Workplace Discrimination, Hierarchical Structure, Interpersonal Communication, Favoritism, Public-School Teachers