Workplace harassment and emotional self-care among bilingual education teacher leaders: a study in Bogotá

Acoso laboral y autocuidado emocional en docentes líderes de bilingüismo: un estudio en Bogotá

Published 2026-11-13


https://doi.org/10.30554/p.e.35.2.5619.2026
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Vol. 35 No. 2 (2026)
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Velandia Pérez, P. Y., & Cogollo Milanés, Z. (2026). Workplace harassment and emotional self-care among bilingual education teacher leaders: a study in Bogotá. Plumilla Educativa, 35(2). https://doi.org/10.30554/p.e.35.2.5619.2026
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Velandia Pérez, P. Y., & Cogollo Milanés, Z. (2026). Workplace harassment and emotional self-care among bilingual education teacher leaders: a study in Bogotá. Plumilla Educativa, 35(2). https://doi.org/10.30554/p.e.35.2.5619.2026

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Patricia Yasmin Velandia Pérez
Universidad de Cartagena
https://orcid.org/0000-0001-5313-7754 ORCID
Zuleima Cogollo Milanés
Universidad de Cartagena
https://orcid.org/0000-0003-3310-4052 ORCID
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Patricia Yasmin Velandia Pérez,

Directiva docente, rectora colegio Ofelia Uribe de Acosta, secretaría de educación de Bogotá Colombia. pvelandia@educacionbogota.edu.co

Zuleima Cogollo Milanés,

Profesora titular, Facultad de Enfermería, Universidad de Cartagena. Grupo Cuidado a la Salud de los Colectivos, Universidad de Cartagena. Cartagena, Colombia. zcogollom@unicartagena.edu.co

This article is part of a research project conducted between 2023 and 2025 that aims to explore the agency of emotional self-care among bilingual education teacher leaders in Bogotá. The study fo- llowed a qualitative approach adopted an intrinsic case study method. Data were collected through eight in-depth interviews and the analysis of four documents produced between 2019 and 2024; both sources with the theoretical foundations and previous research, contributed to the validity of the findings. As a preliminary outcome of the study, an emergent category of workplace harassment is identified. The findings suggest that the emotional self-care of teacher leaders is affected by this stressor. In particular complaints, anonymous reports, and certain comments from colleagues generate discomfort, stress, anxiety, and feelings of powerlessness. These results highlight the need to develop an emotional well-being plan and to strengthen support networks that promote and sustain the emotional self-care of bilingual teacher leaders.

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