The Evaluation of Current Conditions of Schools in Tehran in terms of Counterproductive Behaviors of Teachers

The Evaluation of Current Conditions of Schools in Tehran in terms of Counterproductive Behaviors of Teachers S. Hosainpoor Toolaazdehi H.R. Zainaabaadi, Ph.D. A. Alimardaani F. Kord Firoozjaaee To evaluate the current conditions of schools in Tehran in terms of counterproductive behaviors of teachers initially a number of teachers and experts were interviewed from which a set of 32 counterproductive behaviors along the three dimensions of knowledge, behavior, and professional commitment was drawn. A questionnaire containing these behaviors, and with adequate validity and internal consistency, was completed by a sample of 397 teachers. The data analysis revealed that counterproductive behaviors such as “emphasizing competition instead if cooperation, using traditional methods of teaching instead of new creative approaches, avoiding criticism, tending towards compulsory tasks rather than elective ones, covering up weaknesses and giving wrong information to students, and demotivating students” were observable among teachers. Key words: counterproductive behavior, organizational misbehavior, professional knowledge, behavior, and commitment