Workplace bullying (WPB) is a current issue in society that has a detrimental influence on personnel, management, the standard of work, and effectiveness in the workplace (Carbo, 2008). It is interpret as "harassing, offending, socially excluding, or negatively influencing someone's job activities" in occupational epidemiology and must take place repeatedly and regularly (for example, once per week) over an extended length of time in order to qualify (Einarsen, Hoel, & Cooper, 2003). Bullying is an aggressive and undesired conduct used to compel people to accomplish something (Kemp, 2014 and Oade, (2009). According to Townend (2016), It is one of the most sensitive forms of workplace bullying and has a severe influence on the functioning of an organization. According to Akar (2013), there has been an increase in interest in organizational psychology and it has become a widespread problem in organizations. Employee attitudes toward workplace bullying were investigated by Rooyen and McCormack (2013), who discovered that if workplace bullying is not well managed. Ikanyon and Ucho (2013) found that employees who deal with less bullying perform better than those who suffer more bullying. Organizations need to foster a culture that encourages creativity and risk-taking to succeed in a competitive world (Hamel, 2000). Bullying victims are not the only ones who suffer, as bystanders of bullying can also experience similar effects (Oladapo, 2013). Several studies have found that workplace bullying has negative consequences for businesses, including worse job performance, excessive absenteeism, diminished organizational commitment. According to the vast majority of studies on workplace bullying, there is a direct link between bullying and bad results for both people and the organization. Losses in production have an effect on the company. Bullying at work has a bad impact on employees' intention to quit, job performance, and job satisfaction. (Amy C. Francis, 2014).

According to Marshall, 2007, Professional isolation is a term used to describe inadequate social and professional interaction at work. Academic research has shown that telecommuting employees may experience social or professional isolation at work. There is mounting scientific proof that a number of organizational factors can affect isolation at work, such as higher level of organizational responsiveness, perceived organizational support, and perceived social support (Cooper & Kurland, 2002). Bostanci (2013) revealed that higher level of organizational responsiveness minimizes workplace isolation. Perceived organizational support, according to Riggle et al. (2015), lessens social isolation at work. In addition, Bentley et al. (2016) discovered that workplace isolation decreases when perceived support is high. Gallatin (2018) found that colleague assistance can lessen teleworkers' perceptions of job isolation. Bullying can also have negative consequences for teachers' professional lives, as it can lead to diminished commitment to their jobs and the organization (Hoel & Cooper, 2000). Increased levels of dread and anxiety, poorer self-esteem, lower self-efficacy, and reduced conviction in professional competence all contribute to a decline in work satisfaction for the target (Bernstein & Trimm, 2016). A typical bullying method is to publicly humiliate educators in front of others (cf. Blasé & Blasé, 2004). It is demoralizing and may have long-term implications on educators when they are publicly ridiculed in front of their students and colleagues. These impacts include shame, a loss of respect from their students as well as depression, stress, and burnout (cf. De Wet, 2010a). A typical bullying method is to publicly humiliate educators in front of others (cf. Blasé & Blasé, 2004).

Job satisfaction is one of the most important factors used to evaluate how employees feel about their work and has a big impact on how organizations and individual workers flourish (Bono, & Patton, 2001). In the 1940s and 1950s, A.H. Maslow created the hierarchy of needs model, which helps organizations motivate their staff from the standpoint that motivated staff are expected to be more satisfied (Luthans, 1995). Job performance is defined by the online dictionary of Wikipedia as "the quality and quantity anticipated in a given job from an employee to execute their task properly," and various variables, including workplace bullying, can affect employee performance. According to Rooyen & McCormack (2013), to achieve organizational goals, greater effort is needed to raise staff performance.

Conflict in the workplace is expensive for all firms, and hidden costs can have a negative effect on decision-making. Leaders who can convince, motivate, and guide people will often be rewarded by their colleagues' loyalty and performance (Mosadegh & Yarmohammadian 2006). HR practices have a positive correlation between employee performance and organizational productivity (Tessema and Soeters, 2006), and compensation should reflect the organization's culture and strategic plans. Employees who are more productive are paid more than they would otherwise be, according to the pay structure. According to Armstrong (2005), compensation encompasses policies and strategies that try to consistently pay workers fairly.

In the past research, some demographic variables that can relate to the workplace bullying, job satisfaction and job performance. Most of teachers were become victim of bullying on the basis of demographic variables. Some become a victim of bullying on the basis of gender, some on age, some on race, some on ethnicity, some on Experience, some on class level they teach, some on class size, administrative position and type of institute whether it is public or private. These all factors have minimum or maximum effect on victim.

Purpose of the Study

Past researches normally done at the Workplace Bullying. Researchers have developed questionnaire to measure the Workplace Bullying. Much of the discussion on bullying in schools, Workplace Bullying has focused. Past researches is on Workplace Bullying and Job Satisfaction or Workplace Bullying and Job Performance. But here researcher dig into the effect of Workplace Bullying on Job satisfaction and Job Performance at school Level.

Systematic research has not been conducted to examine the effect of Workplace Bullying on Job Satisfaction and Job Performance. Workplace bullying focused on Behavior that causes Isolation, Behavior that undermining the professional status, Behavior that undermining the victim as a person, Direct Negative Behavior. This current study focused on Workplace Bullying, Job Satisfaction and Job Performance. Job satisfaction and good Job performance is very necessary for teachers, so that they can teach their students well.

This study will helpful for the Principals, Teachers, Students and researchers. It will measure workplace bullying existence towards teachers, how it works and its effects on teacher’s job satisfaction and Job Performance.

Statement of the Problem

Bullying directed towards teachers is a two-fold obstacle. The issue of the workplace is apparently getting more awareness in the society. This current study focused on looking at the effect on teachers’ job satisfaction and job performance among teachers who are the victim of Workplace Bullying. Therefore, the statement of the problem was designed as an “effect of workplace bullying on job satisfaction and job performance at school level.”

Objectives of the Study

The objectives of the study are:

1. To ascertain the perceived level of Workplace Bullying.

2. To determine the perceived level of Job Satisfaction.

3. To ascertain the perceived level of Job Performance.

4. To recognize the relationship between Workplace Bullying and Job Satisfaction.

5. To point out the relationship between Workplace Bullying and Job Performance.

6. To identify the relationship between Job Satisfaction and Job Performance.

7. To examine the role of demographic variables in Workplace bullying, Job Satisfaction and Job Performance.

Research Questions

The following research questions were designed:

1.1 What is the perceived level of Workplace

Bullying?

1.1.1 What are the behaviors that cause Isolation among teachers?

1.1.2 What are the behaviors that undermine the professional status of teachers?

1.1.3 What are the behaviors that undermine the victim as a person?

1.1.4 What are the behaviors that undermine the victim as a person?

2.1 How is the Job Satisfaction of teachers affected by Workplace Bullying?

3.1 How is the Job Performance of teachers affected by Workplace Bullying?

4.1 Do the Job satisfaction plays a mediating role between Workplace Bullying?

5.1 Is there any link between Workplace Bullying, Job Performance?

6.1 Is there any relationship between Job Satisfaction and Job performance?

7.1 Is there any role of Demographic variables in Workplace bullying, job satisfaction and Job performance?

Operational Definitions

Workplace Bullying

All those consistent behaviors aimed towards one or more workers that the victim does not desire, that may be done deliberately or instinctively, that obviously humiliate, offend, or upset the victim, and that may impede work performance or foster a toxic work environment (Einarsen, 1999).

Job Satisfaction

“A positive or pleasant emotional state resulting from a person’s appreciation of his/her own job experience” (Demirtas, 2010). According to Locke (1976) “the pleasurable emotional state resulting from the appraisal of one’s job as achieving or facilitating one’s job values”.

Job Performance

An individual's cumulative expected value to the organisation over a specified period of time is known as their job performance. (Motowidlo, Borman, and Schmit, 1997).

Figure 1

With the help of a conceptual framework, researcher was able to conduct systematically research. It shows the relationship and effect of variables by the response of teachers at the school level. The study contained three variables: Workplace Bullying, Job Satisfaction and Job Performance. In this research, the researcher analyzed Workplace Bullying by its 4 indicators, Job satisfaction and Job performance by 4 indicators which are mentioned above. While assessing the Workplace bullying, the focus is on the behavior of teachers when they become a victim of Bullying. In job Satisfaction, the researcher emphasized that when teachers become perpetrators of bullying, their job satisfaction totally affected. In Job performance, the researcher highlighted with the help of factors that the job performance of teachers also hit. After that researcher examined these by demographic variables which were Gender, Qualification, Age, Administrative responsibility, Class level they teach, Institute Type and Teaching Experience.

The total population was teachers of 8th, 9th and 10th level classes who enrolled in the public and private schools in Lahore city. The total population is approximately 31,392 schools in Lahore city (Pakistan Education Statistics 2017- 2018). There were 1.8 million qualified teachers employed in the academic year (2017–18). The target population was 16 schools in Lahore selected for research. There were 8 public and 8 private schools.

The questionnaire consisted of 4 parts 1^st was on Demographic, 2^nd on Workplace Bullying which

was adapted from (DE WET AND L JACOBS and

Lynette Jacobs). 3^rd on Job Satisfaction and 4^th on Job Performance. Both questionnaires developed by the researcher with the help of a literature review. Questions were close- ended. There were total 115 items in the instrument. Likert scale was used in the questionnaire.

Data was collected from public and private schools in Lahore. The questionnaire consisted of 6 factors. The independent variable is Workplace

Bullying which consisted of 4 factors; 1) Behavior that causes Isolation consisted of 17 statements, 2) Behavior that undermines the professional status included 23 statements, 3) Behavior that undermines the victim as a person included 14 statements. 3) Direct Negative Behavior included 6 statements that present the negative behavior of teachers. 4) Teachers’ Job Satisfaction to analyze the teachers’ job satisfaction according to their job when they are a victim of Workplace bullying, this include 38 statements. 5) The last one was Job Performance which consisted of 4 indicators, 1) Work-life Conflicts included 5 statements, 2) Leadership contained 5 statements, 3) Working Conditions consisted on 4 statements and 4) Compensation included 3 statements. It analyzes the job performance of teachers that affect because of workplace bullying. Whole questionnaire had 115 statements that were answered by teachers (participants). Teachers had to tick on the right option according to them. It was made possible that all the statements in the questionnaire were understandable and the respondents were not confused.

Piloting

The instrument was piloted by distributing 100 questionnaires from teachers of public and private schools in Lahore. Data was collected in almost 10-15 days. The answers were analyzed in SPSS version 21. The reliability of the questionnaire was (.850), so this questionnaire was found reliable.

Validity and Reliability of Instrument

The validity of the instrument was at a significant level of 0.01. The reliability of the questionnaire was .862.

The total MPI= 1.97.

The total MPI= 1.99.

The total MPI= 2.00.

This table indicates that there is a significant relationship between both variables (Workplace Bullying and Job Satisfaction at .001

Correlation Analysis

This table indicates that there is a significant relationship between both variables (Workplace Bullying and job performance) at .002.

This table indicates that there is a significant relationship between both variables (Job Satisfaction and Job Performance) at .002

Role of Demographic variable in Workplace bullying, Job satisfaction and Job Performance to analyze the demographic Variables, the researcher used Gender Category.

An independent – samples t-test was conducted to compare Gender type scores at .001

An independent – samples t-test was conducted to compare Gender type scores at .001 regarding the Job Satisfaction.

An independent – samples t-test was conducted to compare Gender type scores for at .001

To Analyze the Age

A one way between groups analysis of variance was conducted to explore the impact of age at .608 regarding Workplace Bullying.

An independent – samples t-test was conducted to compare age type at .312 regarding Job satisfaction.

A one way between groups analysis of variance was conducted to explore the impact of age at .593.

Qualification of the Respondents

An independent – samples t-test was conducted to compare Qualification type scores for MPhil and Master at .515

An independent – samples t-test was conducted to compare Qualification type scores for Master and M.Phil at .315 regarding the Job Satisfaction.

An independent – samples t-test was conducted to compare Qualification type scores for MPhil and Master at .353

Teaching Experience

A one way between groups analysis of variance was conducted to explore the impact of experience at .000 regarding Workplace Bullying.

An independent – samples t-test was conducted to compare teaching at .000 regarding Job satisfaction.

A one way between groups analysis of variance was conducted to explore the impact of age at .000 regarding Job Performance.

Administrative Responsibility

An independent – samples t-test was conducted to compare administrative responsibility type scores at .191

An independent – samples t-test was conducted to compare administrative responsibility type scores at .279 regarding job Satisfaction.

Table 25obj 7 (7.15) Respondents as Administrative Responsibility according to Job Performance An independent – samples t-test was conducted to compare administrative responsibility type scores at .250

Class Level you Teach

A one way between groups analysis of variance was conducted to explore the impact of class level at .001 regarding Workplace Bullying.

A one way between groups analysis of variance was conducted to explore the impact of class level at .001 regarding Job satisfaction.

A one way between groups analysis of variance was conducted to explore the impact of class level at .000 regarding Workplace Bullying.

Institute Type

An independent – samples t-test was conducted to compare Institute type scores at .001 regarding workplace bullying.

An independent – samples t-test was conducted to compare Institute type at .001 regarding job Satisfaction.

An independent – samples t-test was conducted to compare Institute type at level = .000 regarding Job performance.

This part discussed the connections between each variable and factors of workplace bullying, job satisfaction and job performance. The literature research has shown that nations were pioneers in this area (Lutgen-Sandvik et al., 2007). Workplace bullying spread all over the world. Four factors were selected to identify the perceived level of teachers among workplace bullying. There were moderate-to-strong relationships between WPB and the categories of work discontent, management dissatisfaction, and supervisor dissatisfaction (Arenas, 2015). When teachers become a victim of workplace bullying their job satisfaction is badly affected. The relationship between workplace bullying and job satisfaction Quine (2001) was found to be positive, suggesting that job satisfaction was able to counteract the negative influence on job satisfaction.

The objective was to investigate the relationship between workplace bullying and job performance. Einarsen et al. (2004) found that bullying has a detrimental influence on work performance, but this influence is difficult to determine. The sixth objective was to examine the relationship between job satisfaction and job performance, which showed that there is a positive correlation between both variables. The researchers also discovered a strong link between work happiness and productivity, which supports previous findings. Both variables are affected by each other. Judge et al. (2001) and Rashed (2001) discovered a substantial link between work happiness and job performance, and our research supports previous findings. Some writers have argued that the association between work happiness and performance is minor, while others have shown that the two factors are strongly linked (Christen et al., 2006). Both variables are affected by each other.

The role of demographic variables with other variables. WPB was substantially correlated with the offenders’ sex, age, educational attainment, class standing, and kind of institution, experience, administrative responsibility, and a number of subordinates. This result is consistent with the literature (Namie, 2009). According to the analysis, there is an impact on gender. Whether it male or female, both are the victims of workplace bullying and dissatisfied by their job which affects job performance. Age has no impact on teachers, while the level of age group. The qualification also doesn’t matter. Teaching experience has an effect because low-experienced teachers become more victim of bullying. Administrative responsibility have no significant relationship. The class level they teach has a significant relation. Institute types have also significant relation with all variables.

This study aimed to identify the perceived level of workplace bullying, job satisfaction and job performance, and examine the role of demographic variables in workplace bullying. A stratified random sampling strategy was used to select four hundred teachers from public and private schools in Lahore. The findings showed that yes, workplace bullying exists in society, and that it has long-lasting effects on the target, witnesses, and organization. The act often has comparable consequences on witnesses as it does on the victim (Blake et al., 2015). This is especially troubling considering how many states report having trouble finding and keeping competent instructors. Bullying victims have a feeling of powerlessness and a lack of control over every part of their life, even beyond the confines of the classroom (Nielsen et al., 2012). This research has assessed the prevalence of workplace bullying among educators, which has a negative impact on job satisfaction and job performance. It has been found that low levels of workplace bullying do better than those who have high levels. Companies have policies that show zero tolerance for bullying at work, with strong punishments for offenders while offering enough assistance for victims of bullying. Bullying has a detrimental effect on employee morale and productivity.