The nature of workplace bullying experienced by teachers and the biopsychosocial health effects
Abstract
This article reports on the nature of workplace bullying experienced by teachers in South African schools and the biopsychosocial
health effects that may arise from such victimisation. Voluntary victimised teachers who wanted to share their
experiences were sampled using a lifestyle magazine and online articles. Twenty-seven teachers participated in the study.
Data was collected through telephonic semi-structured phenomenological interviews and personal documents. Interpretive
Phenomenological Analysis (IPA) was further used to analyse and interpret qualitative data. Findings indicated that bullying
is mostly perpetrated by principals, who often use colleagues as accomplices, and that the bullying mostly tends to be
psychological in nature. Participants reported experiencing various physical, psychological and social health problems after
being victimised. It was further recognised that health problems do not occur in isolation, but if contextualised, may form
part of a list of psychiatric conditions, such as depression, posttraumatic stress disorder, and in isolated cases, panic attacks.
Victimised teachers’ health may have a significant impact on the teaching-learning process, acting as a barrier to learning,
which may consequently have a negative impact on the organisational culture and the South African emerging economy.
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