Constructing an information base on teacher targeted bullying towards policy formation
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Date
2023
Authors
Campher, Roelof Petros
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The primary objective of this study is to develop an information database on bullying of teachers, with the aim of formulating policies to safeguard them against workplace bullying within the South African context. This study is underpinned by a theoretical framework comprising three prominent theorists, namely Habermas, Foucault, and Paulo Freire. The communicative action theory of Habermas was utilised to propose the use of language and dialogue between perpetrators of bullying and victims, in order to establish mutual understanding and consensus that could lessen or even eliminate bullying. Foucault’s theory was used to gain insights into power and knowledge, and the productive nature of power. Foucault advocates for the positive use of power and knowledge and the substitution of undesirable notions and characteristics of the effectiveness of power. He advocates for enlightenment in using power for better social functioning between the superior social class (bullies) and the inferior social class (victims). Furthermore, the study draws on Paulo Freire’s Theory of Pedagogy of the Oppressed, which is based on notions such as concern for humanisation and dehumanisation. Dehumanisation refers to the actions of the perpetrators (oppressors) of bullying, while humanisation is concerned with the recognition by bullies of their actions, and their liberation in becoming more fully human beings, hence achieving liberation. The NRV Workplace Bullying Model that I developed from my Master’s study, suggested an explanation of the phenomenon of victimisation in the workplace, elucidating the linearity and devastating consequences of victimisation, and its impacts on the well-being, productivity, and effectiveness of employees within the system. The theory sheds light on the role of government institutions and management as perpetrators of bullying, resulting in the exit of employees from the workplace.
These theoretical underpinnings are imperative in framing and understanding bullying and teacher targeted bullying (TTB) within the South African context. A comprehensive scholarly literature investigation on bullying and victimisation informed the study, in order to explain the complete nature of bullying and TTB, from how it manifests to its devastating effects on victims. Past research on TTB and its impact on victims during the current COVID-19 pandemic was also examined. To comprehend the primary purpose of this study, an interrogation of the legal framework on teacher protection in schools was undertaken. This involved examining what is advocated by the South African Constitution, the South African Schools Act, Teacher Unions, School Governing Bodies, School Management, and recent cases of teacher targeted bullying in South Africa, as well as the judgements handed down. An exploratory sequential mixed methods approach was followed in this study. First, a qualitative interrogation of the South African legislative framework on teacher protection was conducted, in addition to a quantitative section that included gathering empirical quantitative data through questionnaires. An existing questionnaire from an earlier study was adapted for COVID-19 times and the data was collected from participants using the snowballing technique, with a digital link that was shared. This provided an overview of the perceptions and experiences of teachers regarding TTB. Additionally, four audio discussions were conducted to deepen the understanding of TTB and possible measures to prevent it. The research findings have revealed numerous complexities related to the exposure of teachers to TTB in schools, including their experiences and perceptions, as well as recommendations from participants on how to combat TTB. In an interview with a departmental official confirmed my premise that there is no official TTB policy in place to protect teachers. These findings, linked with the theoretical and legal frameworks, this thesis provide a comprehensive information base that can be used by the Department of Education in the formation of policies aimed at addressing TTB in schools. In my final chapter, I provide a summary of the information base and propose elements for consideration in the formulation of such a policy.
Description
Thesis (Ph.D.(Psychology of Education))--University of the Free State, 2023
Keywords
Democracy, dehumanisation, teacher targeted bullying, workplace victimisation, human rights, information base, policy formation