This study explores the phenomenon of educator targeted-bullying (ETB) by learners as an educational problem in terms of the incidence, frequency, severity and the impact on effective teaching and learning in classrooms. Abuse or bullying in schools usually happens amongst learners or to learners targeted by educators. However, the phenomenon of educator abuse by learners is escalating, internationally as well as nationally, and is experienced by many educators, especially by those teaching in secondary schools. An extensive literature review on numerous research national and international studies reports on the fact that the bullying of educators in all its forms, including physical, verbal, emotional and cyber bullying, impacts negatively on the emotional and psychological well-being of educators who are also stressed by other work demands, resulting in ineffective teaching and learning experiences in schools. The over-arching purpose of this local study was to determine the impact of ETB by learners on the effectiveness of teaching and learning in classrooms. In addition, other aspects of ETB were examined, namely the types of bullying, its severity and frequency, and the emotional and psychological effects on educators’ general well-being as victims. The study was conducted in a private high school in the Nelson Mandela Metropolitan area, Eastern Cape, South Africa. A qualitative methodology was used and all the educators employed at this particular school took part in the study. Convenience sampling was thus applied in the selection of the participants and questionnaires and written narratives were used as data gathering instruments. Twelve educators completed questionnaires to gather information-rich qualitative data to investigate the abovementioned aspects of this study. Four educators wrote narratives on their experiences of ETB by learners in this school context. The results of this research provided valuable evidence that ETB by learners in this school has a distressing impact on the educators and their psychological well-being, impairing teaching quality and learning outcomes in classrooms and, ultimately, with adverse educational consequences for all learners. The theoretical framework for this study was based on the ecological systems theory of the developmental psychologist and theorist, Urie Bronfenbrenner. Bronfenbrenner (1979) suggested that the process of human development is shaped and moulded by a person’s v environment and all the people and institutions that play a role in that environment. In my view, this theory may explain to some extent why some children are moulded and shaped as bullies as a result of the child’s exposure to and interaction with his/her environment. The main findings of this study include the fact that ETB is a serious phenomenon that an increasing number of educators are exposed to. It also appears that the incidences are becoming more severe and involve serious physical threats and bodily harm. Educators are also exposed to ETB on a regular basis, with many educators being bullied on a daily basis. It is clear that verbal abuse is the most prominent form of ETB leading to emotional damage, feelings of incompetence and reduced motivation to teach with innovation and enthusiasm. This in turn leads to the very concerning fact that ETB negatively affects successful teaching and learning in classrooms, adding more problems to an already embattled education system. Participants also provided some guidelines to reduce and possibly prevent ETB by learners. In doing so, these data can hopefully be used in the formulation of anti-bullying programmes for educators, which can result in safer working environments and more effective teaching and learning for learners.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nmmu/vital:20655 |
| Date | January 2016 |
| Creators | Campher, Roelof Petrus |
| Publisher | Nelson Mandela Metropolitan University, Faculty of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, MEd |
| Format | viii, 71 leaves: color illustrations, pdf |
| Rights | Nelson Mandela Metropolitan University |
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