Abstract
M.Ed.
The primary purpose of this research was to investigate teachers’ experiences and perceptions of school violence directed towards them by pupils in selected South African schools. Qualitative data was collected using the interpretive approach in a case study, which was applicable because it allowed the participants to reflect on their experience in their natural setting. I used semi-structured interviews and document analysis, comprising school reports, personal journals, and newspaper articles. The sample of the study consisted of two groups of educators from each of three selected schools in Gauteng. The findings show that the participant educators experience school violence as a multifaceted phenomenon and feel that the poor management and discipline in these schools has lead to low educator morale and deterioration in the school environment, which in turn prevents effective teaching and learning. The findings also suggested that school violence takes on many forms, ranging from physical to verbal to psychological abuse. They feel they are being forced to teach in an environment polluted with threats and fear, with a resultant rippling effect of feeling unsafe and unprotected. This culminates in many educators leaving the profession either to teach abroad or leaving the government sector to work in a private teaching sector where they hope for zero tolerance of school violence. Recommendations were made for an increased level of communication between the principal and School management team (SMT) on one hand, and the educators on the other, concerning how violent attacks against educators have been addressed. Educators feel that this means of communication does not have to be labour-intensive and can be done simply by email, text message or a note during a staff or morning meeting. The presence of a counsellor or psychologist on the school premises is recommended as it will assist learners in dealing with challenges such as family factors that encompass parental separation, unstable family background, social adversities and peer pressure. The scenario that arose from this study is that a school psychologist may also be of assistance to educators, able to impart skills on anger management and offer an avenue for educators to offload their experiences of learners’ deviant behaviour. Tightening of security is also emphasised. Since the school needs good leadership, principals have to be retrained in leading the
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school in the new South African education dispensation. The findings revealed that this may be one of the key factors in curbing or preventing school violence. The study therefore recommends that education policymakers, school leaders and managers, parents, educators, the community and the Department of education (DoE) all work in unison to improve the school climate in those schools that are prone to school violence. Teamwork is paramount, and seminars and workshops with all stakeholders was suggested to encourage this.