Damien Page

Abstract：This article presents findings from a documentary analysis of 300 disciplinary orders against teachers from the General Teaching Council (GTC) for England. While the extant literature concerning teacher misbehavior focuses primarily on pedagogical practice, this article draws on the wider organizational misbehavior paradigm and views teachers as professional employees rather than just classroom practitioners. As such, teachers are embedded within the complexity of organizational systems, procedures and interrelationships as well as being regulated by professional standards. The analysis found that teachers were disciplined for misbehaviors both internal to the employing school and also activities, primarily criminal, that were external to their employment. The article argues that the professional regulation of teaching, being accountable inside and outside of work and the emotional labor of teaching should define teacher misbehavior as separate from generic organizational misbehavior frameworks. Furthermore, it argues that, while the GTC viewed teacher misbehavior as a product of the individual, organizational contexts are also important antecedents of activities that are considered deviant.

Key words: teacher misbehavior; teacher discipline; organizational misbehavior; professional misbehavior
总  结：组织不当行为问题研究。尽管是“毫无疑问环球少数组织欢迎者调查员工的不当行为。这也许是学校尤其如此。在一个竞争性的环境，几头，教师将要揭露在他们的员工越轨行为。然而，教师行为不端的故事的出现，往往在大众媒体上，教师与学生或是形成拥有毒品定罪的性关系耸人听闻的。然而，这不是新闻已经进行了组织研究；教师不当行为的可以免费提供从普通教育委员会发表了详细的学科对教师的行为。虽然公布账目的学科订单是短暂的和缺乏上下文的细节，他们提供了一个了解的范围通过教师拒绝。因此，他们提供了一个出发点考虑教师的不当行为，在现存的文献中优先考虑的动作基于课堂的拒绝，将教师视为专业人员在一个组织，广泛参与学校的活动。

出处：《British Educational Research Journal》No. 3, June 2013, pp. 545–564