APA 6th Edition Slavić, A. (2014). Ponašanja ravnatelja koja učitelji doživljavaju kao mobing. Školski vjesnik, 63 (3), 465-480. Preuzeto s https://hrcak.srce.hr/136085
MLA 8th Edition Slavić, Anđelka. "Ponašanja ravnatelja koja učitelji doživljavaju kao mobing." Školski vjesnik, vol. 63, br. 3, 2014, str. 465-480. https://hrcak.srce.hr/136085. Citirano 21.10.2021.
Chicago 17th Edition Slavić, Anđelka. "Ponašanja ravnatelja koja učitelji doživljavaju kao mobing." Školski vjesnik 63, br. 3 (2014): 465-480. https://hrcak.srce.hr/136085
Harvard Slavić, A. (2014). 'Ponašanja ravnatelja koja učitelji doživljavaju kao mobing', Školski vjesnik, 63(3), str. 465-480. Preuzeto s: https://hrcak.srce.hr/136085 (Datum pristupa: 21.10.2021.)
Vancouver Slavić A. Ponašanja ravnatelja koja učitelji doživljavaju kao mobing. Školski vjesnik [Internet]. 2014 [pristupljeno 21.10.2021.];63(3):465-480. Dostupno na: https://hrcak.srce.hr/136085
IEEE A. Slavić, "Ponašanja ravnatelja koja učitelji doživljavaju kao mobing", Školski vjesnik, vol.63, br. 3, str. 465-480, 2014. [Online]. Dostupno na: https://hrcak.srce.hr/136085. [Citirano: 21.10.2021.]
Sažetak Mobbing, a phenomenon of psychological and moral abuse of employees, is one of the potential sources of stress in the workplace. The first research on mobbing, conducted by a prominent German psychologist Heinz Leymann in Sweden in the nineties of the past century, showed its significant presence in schools (14.1%) and other educational institutions. This paper will consider the verbal and nonverbal behaviours of school principals which teachers recognize and describe as mobbing. Although the occurrence of mobbing is not a topic that preoccupies sufficiently foreign and local education experts and practitioners, it is useful to clarify what is mobbing, what are its phases, what are the harmful consequences of mobbing, as well as to make a review of the researches carried out until the present moment. A research on mobbing carried out in Croatian schools has not identified school principals as primary harassers. On the contrary, the teachers expressed their greatest satisfaction with the relationship with their superiors. However, it is good for the principles to know what behaviours teachers in other countries recognize as mobbing, since today the school reform efforts require, more than ever before, togetherness and collaboration of school principals and teachers in addressing educational problems at schools. The conclusion raises the questions which should be answered in the future researches in order to prevent or decrease the occurrence of workplace harassment in schools and its harmful consequences with regard to teachers’ health, school efficiency and effectiveness.