Recommendations for developing a shared vision Required capacity for direction and learning is as follows:

Degree of Active Involvement (Adapted from Pietersen, 2005, p.2). STEP 1:

Problem awareness i.e. teacher bullying by learners STEP 2: Identification of the extent of the problem STEP 3: Identification of the action required to solve this problem of

teacher-bullying

STEP 4: Activation of solutions i.e. policies

and procedures, to minimise teacher- bullying by learners

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This research has endeavoured to raise awareness of teacher-bullying by learners in the workplace. Pietersen (2005) proposed a decision-making and problem solving Model to facilitate implementing solutions for bullying behaviour in the workplace, which includes managing workplace bullying in four steps:

Step 1 - Problem awareness: recognition and acknowledgment by management that workplace bullying is present in the school organisation;

Step 2 – Identification of the extent of the problem: management must determine how prevalent the bullying problem is in the school organisation;

Step 3 – Identification of actions necessary to solve the problem: selection of suitable policies and procedures to assist management to reduce, and prevent recurrences of bullying incidents in the organisation;

Step 4 - Activation of solutions: implementation and monitoring of policies and procedures to minimise teacher-bullying in the school workplace.

The above Model (Pietersen, 2005) suggests that workplace-bullying in the school workplace is manageable, if management and teacher employees are educated about the occurrence and consequences of teacher bullying in the school workplace. Bullying of teachers by learners must be seen to be unacceptable by the whole school community.

From this study, it is evident that bullying and other negative behaviours take place in different working environments, including our schools. Some recommendations which are specific to this Gauteng West High School aim to resolve the problem as identified in this study are as follows:

 An anti-bullying environment, with a positive school ethos that reflects the whole school community, is required. A school connectedness programme could be used to promote an environment that is harmonious and in which all (adults and learners) are treated with dignity and respect. According to Whitlock (2006), school connectedness programmes could increase learner involvement in meaningful roles at the school; safety at the school; and opportunities for both creative- and academic engagement at the school. As Brookmeyer, Fanti and Henrich (2006) point out school-connectedness has been shown to buffer against aggressive behaviour and exposure to violent behaviour. In addition, school-connectedness is also positively associated with reducing substance use (Wang, Mathew, Bellamy & James, 2005), exposure to weapon violence (Brookmeyer et al.,

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2006), the initiation of smoking (Dorbusch, Erickson, Laird & Wong, 2001), and the prevention of dropping out of school (Miltich, Hunt & Meyers, 2004). These findings suggest that addressing-school connectedness in this Gauteng West High School could improve the social skills of bullying learners. More importantly, analysis to date has further linked school-connectedness to lowered bullying victimization (Nickerson, Brock, Chang & O’Malley, 2006).

 Policies must be developed to involve staff, learners and parents. Such policies should create an anti-teacher-bullying / learner’s climate with a policy statement that unequivocally states that bullying by any member of the school community is unacceptable. Further, these policies need to incorporate communication and bullying issues with parents. As Blum (2005, p.10) says, “improved communication creates mechanisms for parents to share their needs, cultures and expectations for their children”. This may bring some resolve to the breadth of the problem.

 Training for principals and teachers is essential. There is a clear need for teachers and principals to be trained in communication, conflict resolution, boundary-setting skills, classroom management, and assertiveness skills, which would assist in situations where conflict arises when teachers are bullied by either learners or the parents of such learners. This could “enhance the teacher’s ability to become aware of and curtail negative behaviour early on before it spirals” (Pearson et al., 2005), which would then further enhance their self-esteem.

 The existing grievance procedure for teachers experiencing learner bullying was not always adequate in finding resolutions to problems pertaining to learner bullying behaviour. There is clearly a need for effective bullying / harassment procedures which are negotiated between the Principal, Head of Departments, and Form Supervisors, specifically to deal with bullying by learners and other negative behaviours. Lack of procedures or lack of awareness leads to unnecessary conflict, bullying or negative experiences and issues pertaining to staff relations and communication with parents should also be addressed. Parents also need to be kept informed about issues that relate to them and their child’s education. Schools need to ensure good communication processes with parents, and ensure that these include and outline how complaints, issues or concerns should be addressed.

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 Induction Programmes are needed for both newly qualified teachers and teachers who are newly appointed within this school environment. These programmes could offer an awareness and understanding of the problem of learner bullying, as well as provide ways of dealing with the problem, which should include policies and procedures. Pietersen (2005, p.3) says that, “during job orientation, expectations (norms) about interpersonal behaviour in the organisation should be carefully communicated to new employees”.

 There is also a need for open discussions, regular staff meetings, good planning, collective responses and approaches to address issues relating to teacher-bullying. A school climate that encourages open and honest discussions can prevent bullying from happening in the first place, which would result in less absenteeism, higher motivation, higher productivity and a lower staff turnover rate. It can therefore be seen that continuing evaluation and improvement needs must be included and fostered.

 Trade Union Programmes, by various trade unions, could be implemented in the school. Training could include teacher-targeted bullying and procedures to deal with such issues, not only for staff, but also for members of the School Governing Body.

 More importantly, this school needs improved communication with, and support from the Gauteng Education Department which is presently fragmented. More clarity in policies and issues is needed, as well as the building of a connection that ensures school commitment with support at all levels.

 This would enhance reporting procedures and improve the confidence of teachers. In addition, counselling opportunities and emotional support must be made available for teachers who are victims of such learner bullying.