ABSTRACT

Studies about workplace bullying recognise that teaching is becoming a high-risk profession. Despite the global concern about teacher-targeted bullying by learners, a dearth of studies remain regarding the bullying of teachers. This study aims at contributing towards the limited corpus of knowledge on the preponderance of the phenomenon within the South African schooling contexts. A phenomenological research design qualitative method was employed. Nine teachers in grade 12 class completed semi-structured interviews about the bullying of teachers by learners. Findings evince that teachers are bullied in diverse ways. Findings further reveal that generational shift in learner behavioural pattern, learner drug addiction and school violence, too much learner-centred approach policy by the government, poor parental school involvement and inadequate resources in schools are contributory factors for teachers being bullied. The study exposes the resultant effect of bullying on teachers as severe; responsible for stress, emotional distress, isolation, teacher burnout and sometimes attrition from practice. The findings are discussed in the literature. It is concluded that bullying of teachers poses a serious challenge in South African schools; hence, it must be urgently addressed by whatever pragmatic policy to pre-empt domestic violence faced by teachers.

摘要

关于工作场所欺凌的研究表明，教学正在成为一个高风险的职业。尽管全球关注学习者针对教师的欺凌行为，但仍然缺乏关于教师欺凌的研究。本研究旨在为南非学校教育背景下关于这一现象的优势的知识库做出贡献。采用现象学研究设计定性方法。12 年级的 9 名教师完成了关于学习者欺凌教师的半结构化访谈。调查结果表明，教师受到多种方式的欺凌。调查结果进一步表明，学习者行为模式的代际转变、学习者吸毒成瘾和校园暴力、政府过多的以学习者为中心的方法政策，家长学校参与不足和学校资源不足是教师被欺负的促成因素。该研究揭示了欺凌对教师的严重影响；负责压力、情绪困扰、孤立、教师倦怠和有时因实践而减员。研究结果在文献中进行了讨论。结论是，教师欺凌是南非学校面临的严峻挑战；因此，必须立即采取任何务实的政策来解决教师面临的家庭暴力问题。结论是，教师欺凌是南非学校面临的严峻挑战；因此，必须立即采取任何务实的政策来解决教师面临的家庭暴力问题。结论是，教师欺凌是南非学校面临的严峻挑战；因此，必须立即采取任何务实的政策来解决教师面临的家庭暴力问题。