**2. Critical incident technique**

Researchers argue that "the dark triad is a constellation of three theoretically separable, albeit empirically overlapping, personality constructs" [8], which are considered maladaptive in interpersonal relationships. Many researchers tend to study each of the three traits of the triad in isolation but seem to agree upon their overlapping characteristics as well [5, 9, 10]. Therefore, the occurrence and manifestation of the DTs either singularly or mixed reflects multidimensionality and complexity of the constructs needing further deep investigation. However, DTs are not such an unusual phenomenon [11]; Dark personalities embody many desirable traits like charm, leadership, assertiveness and impression management skills [12, 13]. Such leaders are masters of influence through "manipulation and they can easily force or push people toward achievement of their personal goals, such as they can easily manage teachers to work an extra hour or to work on weekends without getting compensation. Such people when in leadership position tend to change their workforce's behaviors, attitude, needs and values in a beguiling manner [1, 12]. As Goleman has identified in his book Social Intelligence that there are three main types of Dark leadership, authoritarian, narcissistic, and psychopathic, the current chapter will explore the social context in which these leaderships emerge and become stronger overshadowing the positive qualities of charismatic and transformational

So far, research has worked on positive traits of teachers and principals that may complement or match with BiG Five traits and result in better school outcomes. Whereas, we have learned about the positive traits of leadership enabling quality culture in schools, the negative and dark traits of leadership have been substantially ignored causing teacher resistance to work with DT and being detrimental to the wellbeing and motivation of everyone witness to such situations, hence, impeding the progress of quality culture in a school. It is further noted that it is easier for Dark personalities to detect, remove, punish, and retrain employees of their choice [2, 3]; therefore, teachers become an easy victim of aggression by high Machs, manipu-

In most jobs, one must interact with other people and one must cope with being a subordinate [14, 15]. Similar is the case with school teachers working in Pakistani schools. In an ideal world, people would work in jobs that matched their preferences and personality traits. Alas, most people do not live in this utopia and must make adjustments to their job choice. Fortunately, the ivory towers of the academy provide the opportunity to examine this hypothetical world by understanding "ideal" preferences for work and choice of workers. Being subordinates, the employees (teachers in this case) have to cope with people in power and if leaders possess Dark Traits, the bias toward a particular job or institution increases [15, 16]. Indeed, those high on the Dark Triad traits do appear to have this orientation to their social lives [1, 17] and it, therefore, seems reasonable that this bias would extend

Researchers [5, 18] have argued that dark Side of leadership is best explained through a "Triad" characterized by entitlement, superiority, dominance (i.e., narcissism), glib social charm, manipulativeness (i.e., Machiavellianism), callous social attitudes, impulsivity and interpersonal antagonism (i.e., psychopathy). However, individuals may employ soft (e.g., ingratiation and reason) or hard (e.g., assertiveness and direct manipulations) tactics in

leadership and resisting reform and change.

8 Dark Sides of Organizational Behavior and Leadership

to the workplace.

lation by psychopaths and black charisma by narcissists [6].

The critical incident technique was introduced by Dr. Flangan as a set procedure for collecting data through direct observations. He has defined CIT as "a set of procedures for collecting direct observations of human behavior in such a way as to facilitate their potential usefulness in solving practical problems and developing broad psychological principles" [26]. Since then it has been used both in quantitative and qualitative research using a variety of methods (observations, questionnaires, interviews and focus group). According to modern researchers, the technique can be customized to be applied to different research frameworks, suiting research, type, research questions and the relative phenomenon under study [25, 27, 28].

An incident is any human activity which is a complete whole in itself and can be observed as well as its experience can be recalled. The data, hence, collected can therefore be used for certain analysis and predictions. The CIT was considered useful methodology for the phenomenon, dark side of leadership, because the techniques has built in inductive tendency, does not need a hypothesis, does not carry any cultural bias and yields impartial results for study [29]. It was used carefully with the 32 school teachers of Pakistani schools from both public and private sectors to explore the influence of dark traits of leadership on the morale and work attitudes. Semi-structured interviews were conducted with all participants who had willingly decided to participate in this study. The protocol was constructed in a way that allowed the teachers to choose any story from their past and narrate it to us without any cues from the researcher [28].

*honestly. Next month result was 70%, but instead of appreciating me head teacher insulted me for this. This was unbearable for me. Harsh comments and personal attacks with a rude behavior are obviously* 

Dark Side of Leadership in Educational Setting http://dx.doi.org/10.5772/intechopen.78790 11

Managers with Machiavellian tendencies resort to holding power by hook or crook through using manipulative strategies [35, 36]. Machiavellians demonstrate cunning, wicked and dishonest behaviors aiming to deceive others [37]. Machs are self-centered, their prime focus is on personal benefit; they are unable to be empathetic and relate to emotions of others [11, 38]. It seems that they hate weakness, and aim to detest and punish weaknesses in their

Machiavellianism is derived from the principle of Machiavelli that ends justify means [11] in total antagonism to Nicomachean ethics stating means justify ends, meaning a little attention is paid to universal ethics. This undermining of ethical issues leads to complex problems rather than problem solving needed at a workplace [39, 40]. The instinctive desire for absolute control over any situation let Machs tend to remain in focus and establish one's unchallenged

The narcissists differ greatly in self-adoration, self-evaluation, and sense of self-grandeur [42, 43]. They are perceived as vain, egocentric, and domineering personality who do not tend to look beyond where their nose ends. The narcissists have an endless desire to get recognized for their intelligence, superiority and excellent character and personality [1]. They want to prove that they are the best of all and can do what others cannot; narcissists invite envy, acknowledgment, approval and flattery [44, 45]. Narcissists exaggerate their creative intelligence, leading ability and capacity, in comparison with their peers [46–48]. Their preoccupations with themselves confuse and disturb others [1, 15]. Although narcissists are charismatic and most sociable of all DTs, their indirect need for power [47] seems unethical [49, 50] in

*Many teachers had disclosed that seniority is very much celebrated attribute in Pakistani schools. Most of the conflicts among teachers are about seniority and personal worth in terms of work experience and not diversity of knowledge; it seems all knowledge and experience is about managing negative attitudes of others, how to bear insults and injustice and how to tolerate degradation and zero appreciation of* 

*Some young teachers complained that they are more qualified than head teachers especially in case of freshly hired teachers who are MPhil. Their high qualification is often ridiculed, targeted to make them realize that they don't know enough and they are not doing things right, so that they can be disciplined* 

A narcissist would never endear intellectuals near him/her—any person who is more intelligent or creative than them. A narcissist is the person who aspires to claim all credit unto him/ herself. They would hesitate to say: we did it. He or she will keep the person tight folded and hard bound. Therefore, there is always lack of talent around them; either people deliberately underperform to remain at peace with them or remain wary of being discredited of their hard

*your hard work. There is a long and hard way to go to earn respect from other colleagues.*

*unless someone is related to any high ranked officer or has some strong political connection.*

*an attack on the self-esteem of any teacher.*

subordinates.

writ at any workplace [41].

**4. Narcissism**

managers.

The participants were given total freedom to tell their story to any length, with probes to reach to a common understanding to their lived experience [30]. Hence, teachers chose those incidents from their life which carried certain significance in their lives and which they could easily relate to us [31]. The aim of using CIT was to use interpretivist approach not only for induction of suitable inferences from the data, but it provided us a fair chance to problematize existing theory and contribute something original and novel to the theory of Dark Triad of leadership. After transcribing all interviews, the suitable themes were generated. In the first step, dark triad of traits was identified through examples identifying the behaviors of supervisors and leaders. In the second step, the outcomes and implications of these behaviors are discussed. Thus, by applying these techniques critically, researcher was able to get new insight into the phenomenon of dark side of leadership and its impact on teachers that may not have been known otherwise [32]. In the following sections, the Dark Triad is discussed with relevant examples from critical incidents reported by the school teachers, the participants of the research.
