Magister Psychologiae - MPsych / The majority of research on bullying focuses on learner-to-learner bullying, and educators are rarely identified or viewed as victims of bullying. This area of research is largely neglected, despite its serious negative outcomes such as burnout, deterioration in the educator–learner relationship and disintegrated of the educator and learning culture.

The purpose of the study was to investigate the frequency and type of bullying behaviours experienced in a Pretoria private high school in the past six months. The aim was to determine how factors such as gender, age and ethnicity influenced the frequency and type of bullying experienced. The different types of bullying behaviours were categorised into physical, indirect, verbal and cyber-bullying. A quantitative method was applied and a self-report questionnaire was administered to 367 learners ranging from ages 12 – 18 (Grade 8 to Grade 12). The results of the study indicated that indirect bullying (such as malicious gossip) was the highest form of bullying reported in the study and occurred equally throughout the grades. However a high amount of bullying in all categories was found in the grade 9 group. Females reported higher frequencies of indirect bullying than males but no differences were found with regards to gender and the other types of bullying. No differences were found between the ethnic groups and physical violence as well as cyber-bullying. Caucasians seem to experience higher frequencies in bullying behaviours when it came to indirect bullying compared to African and Asian learners. Indian learners were also more prone to experience indirect bullying than Asians. Caucasians were also more likely to experience verbal bullying than Asian learners. It was found that racial bullying might occur in the school but that it does so at a minimal level. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted