Teachers’ experiences of school violence: Case of three rural high schools in King Cetshwayo District

Abstract

In South Africa, education is recognized as an inherent entitlement for every child. However, the integrity and security of educational institutions, which are intended to serve as supports of knowledge acquisition, are frequently compromised by pervasive acts of violence. This research explores the firsthand experiences of educators contending with this prevalent issue within the South African educational sphere. A qualitative method grounded in an interpretive paradigm was used to gain insights from ecological systems theory to study the multifaceted nature of school violence. The researchers conducted semi-structured interviews and reviewed pertinent documents to capture the perspectives of educators. Specifically, the study targeted three heads of departments and three educators from rural high schools situated in the King Cetshwayo District, selected purposively to ensure a diverse range of viewpoints. Through an inductive thematic analysis, the study uncovered a myriad of factors influencing the educational milieu, with various manifestations of violence emerging as a prominent theme. Educators recounted enduring physical assaults, verbal harassment, and derogatory remarks from both students and members of the community. Furthermore, the proliferation of dangerous weapons among students exacerbates the gravity of school violence. The findings underline the pressing necessity for community development initiatives and heightened parental involvement as indispensable interventions. By advocating for such measures, educators can be better equipped to effectively confront and mitigate the scourge of school violence. This, in turn, cultivates an environment conducive to optimal teaching and learning outcomes.