Teachers’ attitudes with regard to bullying at a high school in the Cape Metropole

Abstract

Bullying at schools is a worldwide phenomenon and has been extensively researched. However, the role of teachers in this regard, specifically their responses and attitudes towards bullying, has not been as widely covered or reported on. In this study a qualitative case study approach was used to explore teachers‟ attitudes with regard to bullying at a high school in the Cape Metropole. Teachers‟ attitudes, responses, understandings and perceptions with regard to bullying were explored primarily through interviews with nine staff members at the school. The purpose of the research is to attempt to create a greater awareness among teachers of the phenomenon of bullying, and to investigate how their attitudes affect the dynamics in the school yard and related educational issues such as retaliation, tolerance, etc. The research was conducted according to international ethical guidelines and with the permission of the Western Cape Education Department (WCED). The literature review for this study covers two main areas: bullying and teachers‟ attitudes towards it. The area of bullying looks at the phenomenon itself, the definitions thereof, how it is viewed in this study, types of bullying, the role players as well as the effects. Teachers‟ attitudes towards bullying hone in on school climate, the whole-school approach to bullying prevention, teachers‟ attitudes with regard to bullying, and the South African context of the study. Findings will be reported in a narrative format, considering the methodology cited and the literature review. The conclusions in this study are meant to contribute to the overall prevention of bullying in schools in this country. The conclusions concerning teachers‟ attitudes with regard to bullying should be of some value in the ongoing challenge to minimise the scourge of bullying in South African schools.