Exploring the Lived Experiences of Educators in Basic and Higher Education as Targets of Workplace Gossip: Basis for Developing a Psychological Intervention Strategy

This study explores the lived experiences of educators in both basic and higher education who have faced workplace gossip, to develop a psychological intervention strategy. Using a qualitative phenomenological research approach, the study purposively selected 10 participants from the academic sector in the Philippines: five educators from public basic education schools, and five faculty members from private higher education institutions. Data were collected through individual, semi-structured interviews, allowing participants to express their personal experiences using their own language. Thematic analysis was utilized on the interview transcripts, allowing identification of recurring patterns, emotions, and meanings associated with being subjected to workplace gossip. Ethical considerations, such as informed consent, confidentiality, voluntary participation, and the right to withdraw, were strictly observed to protect the dignity, privacy, and welfare of every participant. Results indicate that gossip in educational settings goes beyond simple social exchange and represents a notable professional risk. It damages trust, erodes collegial relationships, and negatively impacts the mental well-being of educators. The persistence of gossip cultivates a detrimental work environment characterized by isolation, distrust, and emotional strain, which ultimately undermines teamwork, academic quality, and institutional performance. Many educators turn to passive coping strategies, reflecting a workplace culture that discourages direct confrontation and inadvertently allows gossip to persist. In the absence of organizational interventions like encouraging open communications, enhancing conflict resolution mechanisms, and fostering a supportive and respectful work environment, gossip can escalate into a persistent type of workplace harassment. This not only undermines personal resilience but also threatens the overall integrity of educational institutions, emphasizing the urgent need for a structured psychological intervention strategy.