Work-Place Incivility as a Predictor of Employee Career, Financial and Purpose/Business Well-Being Among Private School Teachers in Makurdi Local Government Area of Benue State, Nigeria
Abstract
This study examined workplace incivility as a predictor of employee career, financial, and purpose/business well-being among private school teachers in Makurdi Local Government Area of Benue State, Nigeria. The study adopted a cross-sectional survey design. The population comprised 3,682 teachers in private secondary schools in Makurdi Local Government Area, from which a sample of 360 teachers was determined using the Taro Yamane formula. A multistage sampling technique was employed, involving cluster sampling across different locations in Makurdi, followed by simple random sampling to select 30 private secondary schools and 12 teachers from each selected school. Participants were male and female teachers aged 20–60 years who had worked in their respective schools for at least one term. Data were collected using the Career Well-Being Scale , Work as Meaning Inventory , Financial Well-Being Scale, and a workplace incivility measure assessing discrimination, gossip, hostility, and sexual harassment. Three hypotheses were formulated and tested using Pearson Product-Moment Correlation. The findings revealed a significant negative relationship between overall workplace incivility and career well-being among the teachers in Makurdi Local Government Area of Benue State. Also, workplace incivility was significantly related to financial well-being. Similarly, workplace incivility was significantly related to purpose/business well-being in Makurdi Local Government Area of Benue State. The study concluded that workplace incivility was associated with career well-being but did not demonstrate a statistically significant overall relationship with financial or purpose/business well-being. The study recommends among others that, private school proprietors and administrators establish clear anti-incivility policies, provide confidential reporting mechanisms, and promote respectful communication, conflict management, and supportive workplace practices to protect teachers' well-being.
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