Abstract
M. Ed. (Educational Psychology)
The study explored the challenges experienced by Life Orientation teachers with regard to the reality of dealing with school bullying. The participants in this study were Life Orientation teachers from public schools in Gauteng West District. The aim was to explore challenges experienced by Grade Nine Life Orientation teachers with regard to learner-on-learner bullying in Gauteng West District. Using Bronfenbrenner’s (2008) bio-ecological systems theory I sought to understand the complexity of the influences, interactions and interrelationships between individual learners and multiple other systems connected to them. Due to the nature of the research topic a qualitative design was chosen, taking a phenomenological approach because of its relevance to everyday life (Timm & Elkell-Bloklan 2011). The participants targeted for the study were six Life Orientation teachers from three high schools and the themes that emerged were types of bullying they observed; the contribution of the school environment to the vulnerability of learners; lack of adherence to school policies; and inadequate teacher training on bullying. Findings also reflect how Life Orientation teachers face problems regarding bullying but they show resilience and how important it is for them ( Life Orientation ) teachers to be vigorously trained in counselling victims and perpetrators in order to contain the situation. Findings and recommendations shall be shared with the Gauteng Department of Education.