Exploring medical teachers' perceptions and experiences of workplace incivility in medical colleges of Khyber Pakhtunkhwa: a qualitative study
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Abstract
Objective: To explore medical teachers’ perceptions and experiences regarding workplace incivility in medical colleges of Khyber Pakhtunkhwa, Pakistan.
Methods: This qualitative phenomenological study was conducted among faculty members from public and private medical colleges in Khyber Pakhtunkhwa province of Pakistan. Fifteen full-time faculty members were recruited through purposive sampling to ensure representation across gender, academic rank, years of experience, and clinical and basic science disciplines. Semi-structured interviews were conducted between July and October 2025, transcribed verbatim, and analyzed thematically using Braun and Clarke’s six-phase framework.
Results: Analysis generated six major themes: (1) nature and manifestations of incivility, (2) sources and power hierarchies, (3) triggers and escalation pathways, (4) multidimensional impact, (5) coping and response strategies, and (6) institutional culture and policy gaps. Participants described incivility as a continuum of overt and covert behaviors, including humiliation, sarcasm, exclusion, and institutional practices perceived as unfair. Reported impacts included psychological distress, reduced work engagement, impaired professionalism, and disruption of teaching and teamwork. Incivility adversely affected psychological wellbeing, motivation, teaching performance, professional relationships, and faculty retention. Most participants adopted passive coping strategies because of fear of retaliation and limited confidence in reporting systems. Institutional silence, weak policy implementation, and gender-related inequities were perceived as perpetuating uncivil behaviors.
Conclusion: Workplace incivility was perceived by faculty as a persistent challenge in medical colleges, negatively affecting faculty wellbeing and professional performance. Strengthening institutional accountability, grievance mechanisms, and leadership development may help foster a more respectful and supportive academic environment.
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