Validation of the Negative Acts Questionnaire (NAQ) in a Sample of Greek Teachers

Kakoulakis Charilaos¹, Galanakis Michael², Bakoula-Tzoumaka Chryssa³, Darvyri Panagiota¹, Chrousos P. George^1,4, Darviri Christina^1*

¹Postgraduate Course Science of Stress and Health Promotion, School of Medicine, University of Athens, Athens, Greece.
²Panteion University of Social and Political Sciences, Athens, Greece.
³First Department of Pediatrics, Children’s Hospital Aglaia Kyriakou, School of Medicine, University of Athens, Athens, Greece.
⁴First Department of Pediatrics, Children’s Hospital Aghia Sofia, School of Medicine, University of Athens, Athens, Greece.

DOI: 10.4236/psych.2015.61007                

Abstract

Workplace bullying/mobbing is a globally recognized problem. In numerous studies executed in Europe and North America, workplace bulling/mobbing is associated with psychological, psychosomatic, and behavioral effects on the individual, while it causes severe side-effects on the professional environment. Negative Acts Questionnaire-Revised (NAQ-22) has been widely used by researchers to assess the phenomenon. The purpose of this study is to assess the psychometric properties of NAQ-22 in a sample of 265 primary and secondary school teachers. The teachers filled the NAQ-22, DASS-21, PSS, and Self-Esteem Questionnaires anonymously. Reliability and validity indexes of the tool were satisfactory (Cronbach’s α = 0.915). Specifically, the study showed a negative correlation between mobbing and self-esteem (r = -0.364^**) and positive correlation between mobbing and stress (r = 0.406), anxiety and depression (r = 0.389).

Keywords

Workplace Bullying, Mobbing, Harassment, NAQ

Conflicts of Interest

The authors declare no conflicts of interest.

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