Abstract:
The management of learner-to-teacher bullying in schools is one among many of the challenges 21st century teachers face. The aim of this study was to investigate how schools manage learner-to-teacher bullying. This study was motivated by recent incidents of learner-to-teacher bullying and the lack of teacher protection against learners in the school and classroom environment. Ten teachers from secondary schools in the Tshwane South District in the Gauteng province were purposively selected to participate in this study. A qualitative research approach and a case study design was used to investigate how teachers manage learner-to-teacher bullying in schools. Semi-structured interviews were used to collect rich, in-depth data from participants on how they manage learner-to-teacher bullying in their school and classroom environment. Most participants acknowledged being a victim of either physical, emotional or verbal bullying at least once in their career. The findings of this study revealed that teachers believe learner social backgrounds influence their behaviour and, as a strategy for managing learner-to-teacher bullying, most teachers suggested investigating the reason behind the learner’s behaviour. Teachers often struggle with managing incidents of learner-to-teacher bullying as they believe that they are not as protected as learners are by the school or school policies. Most participants suggested that the most effective procedure in managing learner-to-teacher bullying is to conduct a one on one conversation with the perpetrator after class.
