Influence of Teacher-Targeted Bullying Behaviour on Teachers in Selected Schools in South Africa

Abstract

South African schools seem to be experiencing an increase in incidents of teacher-targeted bullying (TTB). Previous studies conducted in South Africa and abroad have proved that teacher-targeted bullying is a serious challenge in schools and needs immediate intervention. This study explored the influence of learners’ bullying behaviour on teachers in selected schools in Ehlanzeni District. A semi-rural area in Mpumalanga Province, South Africa. A qualitative approach was applied in this investigation, and a sample of six teachers was purposefully selected from three high schools. The data collected from a questionnaire, was analysed using thematic analysis. Findings revealed that teachers have experienced verbal bullying, physical bullying, psychological bullying, cyberbullying, and sexual bullying, in incidents which normally take place in the classroom or elsewhere on the school premises. These experiences reportedly evoked disturbing emotions, affected teachers’ lives at school, their personal lives, and undermined their professional standing. Findings further indicated that there are no strategic interventions put in place by schools or the Department of Basic Education to assist teachers who are victims of teacher-targeted bullying. It can be concluded that TTB poses a significant threat to teachers’ mental health, physical health, performance and to the teaching profession as a whole. If the Department of Education does not introduce intervention strategies to try and resolve this issue, there may be an increase in the number of teachers resigning from their jobs, which will escalate the crisis.