The Dark Side of Teachers’ Behavior and Its Impact on Students’ Reactions

A Comprehensive Framework to Assess College Students’ Reactions to Faculty Incivility

in Professionals’ Ethos and Education for Responsibility
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Abstract

In the framework of the EVLN model, we mapped features of responses to faculty incivility (FI), and validate the EVLN structure by analyzing qualitative data. Semi-structured interviews were conducted with 12 undergraduate third-year social-science students. The results foregrounded four categories: (1) exit (2) voice (3) loyalty and (4) neglect, which together assembled the EVLN theoretical model. This study enhances the understanding of FI implications for colleges, suggesting promoting a proactive policy of zero tolerance for FI. In this respect, colleges should also establish 'voice' mechanisms to enable targets of FI to speak up. By doing so, students might refrain from exit and would prefer voice channels as well as loyalty based on attachment, and not as a silent reaction based on weakness and absence of opportunities. Altogether these policies should promote teachers’ sensitivity for a concrete behavior that meets ethical standards of their profession namely teachers’ ethos.