This research is about bullying in schools. The aim of the study was to investigate how
the problem of bullying is understood in schools, its causes, types, effects, general
patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary
school level.
Qualitative approach and a case study were used. This qualitative research was
conducted at three inclusive secondary schools in Johannesburg North District in
Gauteng province in South Africa through engaging eighteen learners in Grade Eleven
and Twelve in focus groups. One focus group composed of six learners was conducted
at each of three participating schools. Nine teachers, three from each of the three
participating schools were involved in semi- structured interviews to solicit data on how
they understand bullying, its causes, types, effects, general patterns and ways of
addressing bullying in schools. Three principals, one from each of the selected schools
also participated in this study. All the participants participated in this research through
invitation to voluntary participation after being made aware of the purposes of the study
by the researcher. Thus, a purposive sample of three principals, nine teachers and
eighteen learners was used by the researcher. Semi- structured interviews and focus
group interviews were used as research instruments in this study. Teachers and
principals were engaged in semi- structured interviews and learners were involved in
focus group interviews. The bio- ecological theory and the wellness theory were used
as theoretical frameworks in this research to understand bullying, its causes, types,
effects and general patterns, so as to come up with strategies to address bullying that
target the learners’ social contexts rather than the learners themselves as is with the
case with the psychological model.
Before conducting this research, the researcher obtained ethics clearance from the
University of South Africa’s ethics committee, clearance was also obtained from
Gauteng Department of, clearance from Johannesburg North District as well as
acceptance letters from participating inclusive secondary schools.
The researcher also obtained assent from the eighteen Grade eleven and twelve
learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine
teachers and three principals who participated in this research.
After conducting focus group discussions and semi- structured interviews with
teachers and principals, the researcher transcribed data verbatim for the purposes of
analysing it. After transcribing data, it was colour coded, then categorised and
categories were further fused into themes which were discussed in chapter five in
relation to literature reviewed in chapter two.
Some interesting findings were discovered in this research. Lack of resources,
violence and violent video games were found to be causes of bullying in schools.
‘Gangsterism’ and peer influence were said to be general patterns of bullying in
schools. Low academic performance and absenteeism were said to be effects of
bullying in schools. Physical bullying, verbal bullying, emotional bullying, social
bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender
based bullying and cyber bullying were said to be some types of bullying prevalent in
schools. Working with various stakeholders in education such as organisations like
Love Life, S.E.N.C.A, South African Police Services and Community Based Youth
Centres as well as other professionals like social workers, psychologists and specialist
teachers was found to be helpful address bullying in schools. Findings also indicated
that involving parents and community leaders in school activities assist to address
bullying in schools. Installing cameras and suggestion boxes, reporting all forms of
bullying installing cameras, bullying awareness campaigns, training staff and having
bullying lessons in the school timetable were mentioned effective methods of
eradicating all forms of bullying in all schools.
However, the study recommends that, teachers and principals be staff developed on
issues related to how bullying is understood in schools in relation to its causes, types,
effects, general patterns and strategies to stop it in school. / Inclusive Education / M. Ed. (Inclusive education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/26474 |
| Date | 11 1900 |
| Creators | Mushambi, Charles |
| Contributors | Magano, Meahabo Dinah |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 176, 23 leaves), application/pdf |
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