Abstract
M.Ed. (Educational Psychology)
The aggression phenomenon is embedded in the heart of the culture of society. Aggression is described as any kind of behaviour that intends to harm or hurt someone else and can be either physical or psychological (Feldman, 2001:299). It is internalised in childhood and adolescence, and manifests later in a variety of situations throughout life ahead (Tehrani, 2001:7). Unfortunately it does not stop at the school gates, but continues through the university stage, and is prominent in the workplace (Instructor, 2011:20).
Like every country, South Africa also has its own challenges. Baron and Byrne (2004:437) state that aggressiveness results from increased levels of frustration arising from environmental challenges. South Africa is a country with exceptionally high levels of frustration and trauma (Einarsen, Hoel, Zapf & Cooper, 2003:212). Aggression in the form of house robberies, rapes, xenophobia, hijackings and road rage is everyday news. Research shows that a third of all people are exposed to some form of violence (Carstens, 2009:23). Frustration runs high. This creates a constant sense of uncertainty and insecurity, as well as fear, causing high stress levels - not only at personal levels, but also at a professional level. High stress levels are known for fuelling aggression in the workplace (Einarsen et al., 2003:15). This phenomenon has an effect on men as well as women in the workplace. The research question that arises here is: "What is the female teacher's experience of aggression in the workplace?"
The research objective of this study was the exploration and description of women teachers’ experiences perceived as aggression. The design developed was exploratory, descriptive, contextual and qualitative in nature. The method was divided into two phases: a phenomenological approach was used to obtain the data in phase 1. In the second phase, guidelines were derived from the findings in the first phase. Women teachers, who met the criteria, participated by means of three options. Firstly, by means of an interview and secondly they could do an interview as well as write a naïve sketch to supplement the interview. Thirdly, they could also participate by writing a naïve sketch only. A trial pilot interview was conducted.
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Since this research is sensitive in nature, the ethics was of particular importance. As recommended by Creswell (2008:13), ethical considerations were not considered as an afterthought, but applied right from the start of the research. The rights of participants were constantly taken into account. Honesty regarding the reporting of this information was applied. The recognition of the research area was taken into consideration, and permission was obtained from the appropriate persons and institutions, such as the participants, the school principals and the University of Johannesburg, to be allowed to do the research.
The researcher used measures to ensure trustworthiness. Credibility, transferability, reliability and neutrality were implemented to further trustworthiness.
The result of this research is condensed into four themes that developed from the data. The first theme is that different perceptions influence the experience of aggression of women teachers. Secondly, the contextual pressure in the school system forms an integral part of the experience of perceived aggression. The third theme is that manifestations of the perceived aggression are experienced. The fourth and last theme is the effect of aggression on women teachers.
Guidelines for assisting female teachers experiencing aggression in the workplace were formulated. It was discussed by means of the above four themes and categories and recommendations were made. It was recommended that awareness of this problem in society should become an objective. "Tackle violence in society by starting in the workplace" (Einarsen et al., 2003:315).