Whistle Blowers in Schools: Dissidents or Reformers

Whistleblowing has traditionally been viewed as detrimental to organizational interests. Managers, on the other hand, can boost their organization's performance and efficiency by encouraging whistling. Though whistleblowing was not widely accepted as a true statement, members of organizations, particularly public employees, were unable to reveal wrongdoings for years in school due to the possibility of reprisal for blowing the whistle (Park & Lewis 2018).
Whistleblowing has historically been regarded as damaging to organizational interests. Managers, on the other hand, can improve the performance and efficiency of their organization by encouraging whistling. Though whistleblowing was not commonly regarded as a truth, members of organizations, particularly public employees, were unable to disclose wrongdoings for years in school due to the risk of retaliation for blowing the whistle (Fredin, Venkatesh, Riley, & Eldridge 2018).
Whistleblowers can be reformers as well as dissenters. Whistleblowers merely carry out their jobs, which they regard as requiring them to report problems as soon as they are identified. They resist the real power structure because they defend the organization's officially declared policies as well as alternative moral or professional standards. These whistleblowers are frequently caught off guard and badly harmed by retaliation. People who are purposefully contrarian frequently forecast the outcome better (Pillay, Ramphul, Dorasamy & Meyer 2018).Mehrotra, Mishra, Srikanth, Tiwari, and Kumar (2020) reported that as a result of lawsuits, over 90% of whistleblowers were blackballed, forced to leave their positions, or lost their life savings. Furthermore, in many nations, whistleblowing is frowned upon. Employees are the most effective parties in limiting the occurrence of wrongdoing in firms, and one of the responses that they exhibit in response to wrongdoing is whistleblowing. Witnesses to any crime, however, may choose not to report it for fear of retaliation.
Using whistleblowers to uncover infractions is a successful technique. Whistleblowing can help create greater openness, accountability, and good governance (Previtali & Cerchiello 2018). However, recent research indicates that filing a whistleblower complaint can be difficult. Whistleblowers frequently face unfavorable consequences like as promotion, termination, and safety concerns. However, even though whistleblowing is critical for aiding school change and is generally perceived as consistent with serving the public or society at large, there is a persisting gap in the factors that impact whistleblowing in government institutions, particularly in schools. As a result, the researcher is curious to learn whether teachers in the school are reformers or dissidents when it comes to whistleblowing.

长期以来，举报行为被视作有损于组织利益。然而，管理者可以通过鼓励举报来提升其组织的绩效与效率。尽管举报并未被广泛接受为真理，但组织成员，尤其是公共雇员，由于举报可能招致的报复，在校园中多年无法揭露不当行为（Park & Lewis 2018）。举报者既可以是改革者，也可以是持不同意见者。举报者仅仅是履行其职责，他们认为一旦发现问题便需立即上报。他们抵制真实的权力结构，因为他们捍卫着组织正式宣布的政策，以及替代性的道德或专业标准。这些举报者常因报复而措手不及，遭受严重伤害。那些故意持异见者通常能更好地预测结果（Pillay, Ramphul, Dorasamy & Meyer 2018）。Mehrotra, Mishra, Srikanth, Tiwari, 和 Kumar (2020) 报道称，由于诉讼，超过90%的举报者遭受排挤，被迫离职，甚至失去了积蓄。此外，在许多国家，举报行为受到谴责。员工是限制公司不当行为发生的最有效群体之一，他们针对不当行为所表现出的反应之一就是举报。然而，作为任何犯罪的目击者，他们可能会因害怕报复而选择不报告。利用举报者揭露违规行为是一种成功的策略。举报有助于营造更大的开放性、责任感和良好治理（Previtali & Cerchiello 2018）。然而，最近的研究表明，提出举报投诉可能颇具挑战。举报者常常面临如晋升受阻、被解雇和安全担忧等不利后果。尽管举报对于帮助学校变革至关重要，并且普遍被认为符合服务于公众或整个社会的宗旨，但在政府机构，尤其是学校中，影响举报的因素仍存在持续的差距。因此，研究者渴望了解学校教师在举报问题上是改革者还是持不同意见者。