Abstract
Teachers in South Africa are facing increasing incidents
of violence and disrespect in schools, which jeopardise
their safety and undermine their authority. Despite
existing legal frameworks intended to protect teachers,
many remain inadequate in addressing these critical
issues, raising concerns about the dignity and security of
teachers. This study aims to critically examine the
alignment between South African educational laws and
teachers' experiences of violence and disrespect in
schools. It seeks to identify gaps in legal frameworks to
highlight the need for better protections and support
systems for teachers. This study uses a qualitative
interpretive approach to analyse how South African laws
and policies address teacher dignity, authority, and
protection. Using primary sources like legislative
documents and policy guidelines, it employs systematic
data collection and thematic analysis to identify patterns
and gaps in framing teacher rights. Four core themes
emerged: (1) The construction of teacher authority and
dignity in legislative discourse. (2) Regulatory
accountability and the asymmetrical governance of
teachers. (3) Institutional gaps and the production of
teacher vulnerability. (4) The constitutional tension
between learner rights and teacher protection. The study
affirms the urgent need for stronger legal protections and
institutional support for teachers, emphasising a critical
gap between constitutional principles and their practical
enforcement within schools.