Theses and Dissertations (Educational Management and Leadership)

Experiences of school management teams in managing the curriculum of mathematics in primary schools in the OR Tambo Coastal in the Eastern Cape Province

2024-11-01T00:00:00Z

Experiences of school management teams in managing the curriculum of mathematics in primary schools in the OR Tambo Coastal in the Eastern Cape Province Zide, Nkosinati Kennedy This study explored School Management Teams’ (SMTs’) experiences of managing the mathematics curriculum in primary schools within the OR Tambo Coastal District of the Eastern Cape Province, South Africa. The study was motivated by persistent learner underperformance in Mathematics and the increasing expectation that SMTs should provide effective instructional leadership and curriculum management within challenging rural school contexts. The study was underpinned by an integrated theoretical framework comprising Instructional Leadership Theory, Curriculum Management Theory, Systems Theory, and Constructivist Theory. These theories provided complementary lenses for understanding SMTs as instructional leaders, curriculum managers, participants within broader educational systems, and interpretive agents who construct meaning from their curriculum management experiences. The study adopted an interpretivist paradigm and employed a qualitative case study design to gain an in-depth understanding of SMTs’ lived experiences of managing the mathematics curriculum. Purposive sampling was used to select sixteen SMT members, comprising principals, deputy principals, and heads of department from six primary schools in the OR Tambo Coastal District. Data were generated through semi-structured individual interviews, focus group discussions, document analysis, and researcher field notes. The data were analysed using thematic analysis involving transcription, coding, categorisation, theme development, and interpretation. The findings revealed that SMTs experience Mathematics curriculum management as a complex and demanding responsibility shaped by limited Mathematics-specific expertise, staffing shortages, workload pressures, curriculum demands, and contextual learner challenges. Additional barriers included inadequate human resource capacity, limited parental and community support, insufficient resources, and inconsistent district support. The study further found that existing support structures were largely administrative and compliance-oriented, with limited emphasis on instructional leadership development and Mathematics curriculum strengthening. Collectively, the findings indicate that challenges in Mathematics curriculum management are shaped by both school-level leadership capacity and broader systemic conditions. Despite these challenges, SMTs employed adaptive strategies such as curriculum supervision, instructional modelling, collaborative practices, peer support mechanisms, assessment monitoring, and the use of Annual Teaching Plans (ATPs) to support Mathematics teaching and learning. The study proposes an SMT Mathematics Curriculum Management Empowerment Framework that integrates instructional leadership development, curriculum management support, teacher capacity strengthening, and systemic support mechanisms to enhance Mathematics curriculum management in rural primary schools. The study concludes that effective Mathematics curriculum management is a multidimensional process influenced by instructional leadership, organisational capacity, contextual realities, and systemic support. It recommends Mathematics-focused professional development for SMTs, strengthened district support, improved staffing and resource provision, and enhanced collaboration among schools, communities, and education stakeholders to improve curriculum management and learner outcomes in Mathematics; Olu phando luhlolisise amava amaQela oLawulo lweZikolo (SMTs) ekulawuleni ikharityhulam yeMathematika kwizikolo zamabanga aphantsi kwiSithili sase-OR Tambo Coastal, kwiPhondo leMpuma Koloni, eMzantsi Afrika. Olu phando lukhuthazwe kukungaphumeleli okuphindaphindiweyo kwabafundi kwiMathematika kunye nokwanda kwemfuno yokuba ii-SMTs zinike ubunkokeli obusebenzayo bokufundisa nolawulo lwekharityhulam kwiimeko ezinzima zezikolo zasemaphandleni. Olu phando lusekelwe kwisiseko sethiyori esidibeneyo esiquka iThiyori yoBunkokeli boKufundisa (Instructional Leadership Theory), iThiyori yoLawulo lweKharityhulam (Curriculum Management Theory), iThiyori yeSystems (Systems Theory), kunye neThiyori yeConstructivism. Ezi thiyori zanceda ukuqonda ii-SMTs njengabakhokheli bokufundisa, abalawuli bekharityhulam, abantu abasebenza ngaphakathi kweenkqubo zemfundo ezibanzi, kunye nabantu abenza intsingiselo yamava abo olawulo lwekharityhulam. Olu phando lusebenzise indlela ye-interpretivist kunye noyilo lwesifundo esisemgangathweni (qualitative case study) ukuze kuqondwe ngokunzulu amava aphilwayo e-SMTs ekulawuleni ikharityhulam yeMathematika. Kwasetyenziswa i-purposive sampling ukukhetha amalungu e-SMT alishumi elinesithandathu (16), aquka iinqununu, abaphathiswa, kunye neentloko zamasebe kwizikolo ezithandathu kwiSithili sase-OR Tambo Coastal. Idatha yaqokelelwa kusetyenziswa udliwanondlebe olusemi-structured, iingxoxo zamaqela (focus group discussions), uhlalutyo lwamaxwebhu, kunye namanqaku ophando. Idatha yahlaziywa kusetyenziswa i-thematic analysis equka ukubhala, ukufaka iikhowudi, ukucwangcisa iindidi, ukwakha imixholo, kunye nokutolika. Iziphumo zophando zibonise ukuba ii-SMTs zijongene nolawulo lwekharityhulam yeMathematika njengomsebenzi onzima ochaphazeleka kukungabikho kolwazi olwaneleyo lweMathematika, ukunqongophala kwabasebenzi, umthwalo omkhulu womsebenzi, iimfuno zekharityhulam, kunye neemeko zabafundi. Eminye imiqobo ibandakanya ukunqongophala kwezixhobo, inkxaso engaguqukiyo evela kwizithili, kunye nokungabikho kwenkxaso eyaneleyo evela kubazali noluntu. Iziphumo zikwabonise ukuba inkxaso ekhoyo igxile kakhulu kulawulo nolawulo lokuthotyelwa kwemigaqo kunokuphuhlisa ubunkokeli bokufundisa. Ngaphandle kwale mingeni, ii-SMTs zisebenzise iindlela zokulawula eziguqukayo ezifana nokubeka iliso kwikharityhulam, ukulinganisa ukufundisa, intsebenziswano phakathi kootitshala, inkxaso yoontanga, kunye nokusebenzisa ii-Annual Teaching Plans (ATPs) ukuxhasa ukufundisa nokufunda kweMathematika. Olu phando lucebisa isikhokelo sokuphuhlisa ii-SMT (SMT Mathematics Curriculum Management Empowerment Framework) esidibanisa ukuphuhliswa kobunkokeli bokufundisa, inkxaso yolawulo lwekharityhulam, ukomeleza ootitshala, kunye nenkxaso yenkqubo yemfundo ukuze kuphuculwe ulawulo lweMathematika kwizikolo zasemaphandleni. Olu phando lugqiba ukuba ulawulo lwekharityhulam yeMathematika luyinkqubo enezinto ezininzi ezixhomekeke kubunkokeli, izibonelelo, imeko yesikolo, kunye nenkqubo yemfundo. Licebisa uqeqesho olukhethekileyo lweMathematika kuma-SMT, inkxaso eyomeleleyo yezithili, ukuphuculwa kwabasebenzi nezixhobo, kunye nentsebenziswano phakathi kwezikolo, uluntu, kunye nabachaphazelekayo kwezemfundo ukuze kuphuculwe iziphumo zabafundi.; Phuputso ena e hlahlobile maiphihlelo a Lihlopha tsa Tsamaiso ea Likolo (SMTs) taolong ea kharikhulamo ea Mathematics likolong tsa mathomo Seterekeng sa OR Tambo Coastal, Profinseng ea Kapa Botjhabela, Afrika Borwa. Phuputso ena e susumelitsoe ke ho se sebetse hantle ha baithuti ho Mathematics le tlhokahalo e ntseng e eketseha ea hore SMTs li fane ka boetapele bo sebetsang ba thuto le taolo ea kharikhulamo maemong a thata a likolo tsa mahaeng. Phuputso e thehiloe ho moralo oa likhopolo o kopaneng o kenyelletsang Instructional Leadership Theory, Curriculum Management Theory, Systems Theory le Constructivist Theory. Likhopolo tsena li thusitse ho utloisisa SMTs e le baetapele ba thuto, batsamaisi ba kharikhulamo, karolo ea tsamaiso e pharalletseng ea thuto, le batoloki ba maiphihlelo a bona a taolo ea kharikhulamo. Phuputso e sebelisitse paradigm ea interpretivist le moralo oa thuto ea boleng (qualitative case study) ho utloisisa ka botebo maiphihlelo a SMTs taolong ea kharikhulamo ea Mathematics. Ho ile ha sebelisoa purposive sampling ho khetha litho tse leshome le metso e tšeletseng (16) tsa SMT, ho kenyeletsa lihlooho tsa likolo, batlatsi ba bona, le lihlooho tsa mafapha likolong tse tšeletseng Seterekeng sa OR Tambo Coastal. Lintlha li ile tsa bokelloa ka lipuisano tse hlophisitsoeng ka mokhoa o bonolo (semi-structured interviews), lipuisano tsa lihlopha (focus groups), tlhahlobo ea litokomane, le lintlha tsa mofuputsi. Lintlha li ile tsa hlahlojoa ka thematic analysis e kenyeletsang ho ngola, ho khouta, ho hlophisa lihlopha, ho theha lihlooho le ho toloka. Liphuputso li bontšitse hore SMTs li tobane le taolo ea kharikhulamo ea Mathematics e rarahaneng e susumetsoang ke ho hloka tsebo e lekaneng ea Mathematics, khaello ea matichere, moroalo o moholo oa mosebetsi, litlhoko tsa kharikhulamo le mathata a baithuti. Litšitiso tse ling li kenyeletsa khaello ea lisebelisoa, tšehetso e sa tsitsang ea setereke, le tšehetso e fokolang ea batsoali le sechaba. Liphuputso li boetse li bontšitse hore tšehetso e teng e shebane haholo le taolo ea tsamaiso ho e-na le ho matlafatsa boetapele ba thuto. Leha ho le joalo, SMTs li sebelisitse maano a feto-fetohang a kang tlhokomelo ea kharikhulamo, mohlala oa thuto, tšebelisano-'moho, tšehetso ea basebetsi-'moho, le tšebeliso ea Annual Teaching Plans (ATPs) ho tšehetsa ho ruta le ho ithuta Mathematics. Phuputso ena e sisinya moralo oa matlafatso oa SMT bakeng sa taolo ea kharikhulamo ea Mathematics o kopanyang nts'etsopele ea boetapele ba thuto, tšehetso ea tsamaiso ea kharikhulamo, ntlafatso ea bokhoni ba matichere, le tšehetso ea tsamaiso ea thuto. Phuputso e phethela ka hore taolo e atlehileng ea kharikhulamo ea Mathematics ke ts'ebetso e rarahaneng e susumetsoang ke boetapele, mokhatlo, maemo a sekolo, le tšehetso ea tsamaiso. E khothaletsa koetliso e shebaneng le Mathematics bakeng sa SMTs, tšehetso e matla ea litereke, ntlafatso ea basebetsi le lisebelisoa, le tšebelisano pakeng tsa likolo, sechaba le ba amehang ho ntlafatsa liphetho tsa baithuti Abstract in English, IsiXhosa and Sepedi

Challenges in supporting novice educators: a case of secondary schools in Limpopo

2026-01-01T00:00:00Z

Challenges in supporting novice educators: a case of secondary schools in Limpopo Mailuka, Nkuna France The effective induction of novice educators is crucial for promoting professional growth, enhancing instructional quality, and ensuring the overall success of educational institutions. In the Seshego Circuit of Limpopo’s secondary schools, school management teams (SMTs) face numerous challenges in onboarding new teachers. This qualitative study examines the specific barriers encountered during the induction process, drawing on interviews and focus group discussions conducted with principals, department heads, and recently appointed educators. Key findings reveal that SMTs often struggle with inadequate resources, including insufficient orientation materials and limited time allocated for mentoring. Additionally, high workloads and large class sizes detract from experienced teachers' capacity to provide ongoing support to novices. The lack of formalised induction programmes and clear guidelines further exacerbates the difficulties, resulting in inconsistent and fragmented support structures. Novice educators often report feeling overwhelmed by administrative demands and classroom management issues, citing a lack of guidance and feedback as major concerns. Moreover, cultural and linguistic diversity within the educator cohort poses additional challenges for adaptation, while insufficient professional development opportunities hinder the growth and confidence of new teachers. The study also highlights the impact of broader systemic issues, such as policy constraints and budgetary limitations, on the effectiveness of induction practices. To address these challenges, the research recommends developing structured induction frameworks, increasing the allocation of resources for mentoring, and establishing collaborative professional learning communities. Enhanced communication and ongoing evaluation of induction practices are also advocated to ensure continuous improvement. By addressing these challenges, SMTs in Seshego Circuit can better support novice educators, thereby promoting teacher retention, professional satisfaction, and improved learner outcomes within Limpopo’s secondary schools.

The influence of social media on academic performance in secondary schools in KwaZulu-Natal

2026-02-27T00:00:00Z

The influence of social media on academic performance in secondary schools in KwaZulu-Natal Ebrahim, Shamshaad Begum This quantitative study investigated the relationship between social media usage and academic performance among secondary school learners in KwaZulu-Natal. Using a descriptive-correlational research approach, data were collected from 300 learners across three secondary schools through structured questionnaires, achieving an 85.7% response rate. The findings revealed intensive social media engagement patterns, with 47.7% of participants spending over two hours daily on platforms during school days, increasing to 64% on weekends. WhatsApp dominated platform usage at 95.7%, followed by TikTok at 66% and YouTube at 63%. Concerning patterns emerged, with 66.3% of learners checking platforms more than five times daily and 66.4% engaging in late-night usage after 10 PM. Statistical analysis demonstrated statistically significant inverse relationships between social media engagement patterns and academic performance measures. Daily usage correlated strongly with study time impact (r = .456, p < .01) and homework distraction (r = .523, p < .01). Multiple regression analysis revealed that social media variables explained 42.1% of academic performance variance, with daily usage emerging as the strongest predictor (β = .423, p < .001). Grade changes showed a concerning 2:1 ratio of decline to improvement (29.3% vs 15%). Despite 66% of learners recognizing social media’s negative academic impact, the use of management strategies remained limited. Only 22% regularly implemented temporal boundaries or notification management, revealing a significant awareness-action gap. Educational usage patterns were limited, with only 29.3% of learners reporting frequent use of social media platforms for academic purposes. The study identified institutional disconnection, with 62.4% of learners reporting limited teacher integration of social media into learning activities. Collaborative potential received the strongest recognition at 56.3% agreement, while motivational impact was predominantly negative at 52% disagreement. These findings provide empirical evidence supporting targeted digital literacy interventions that develop self-regulation skills while harnessing collaborative benefits. Recommendations include comprehensive digital well-being programmes, structured teacher training, and institutional policies promoting balanced pedagogical integration of technology in South African secondary education contexts.; Nalu ucwaningo olwenziwe ngendlela yobuningi (quantitative study) oluhlola ubudlelwano phakathi kokusetshenziswa kwezinkundla zokuxhumana nempumelelo yezemfundo kubafundi bezikole zamabanga aphezulu eKwaZulu-Natal. Kusetshenziswa indlela yocwaningo echazayo nehlobanisa (descriptive-correlational approach), imininingwane yaqoqwa kubafundi abangama-300 abavela ezikoleni ezintathu zamabanga aphezulu ngokusebenzisa imibuzo ehleliwe, kwatholakala izinga lokuphendula elingamaphesenti angu-85.7%. Imiphumela yembule amaphethini okusebenzisa izinkundla zokuxhumana ngokweqile, lapho u-47.7% wabahlanganyeli echitha amahora angaphezu kwamabili ngosuku ezinkundleni ngezinsuku zesikole, kukhuphukela ku-64% ngezimpelasonto. I-WhatsApp iyona ehola ngokusetshenziswa ngamaphesenti angu-95.7%, ilandelwe i-TikTok ngama-66% kanye ne-YouTube ngama-63%. Kwavela amaphethini akhathazayo, lapho u-66.3% wabafundi behlola izinkundla izikhathi ezingaphezu kwezinhlanu ngosuku kanye no-66.4% besebenzisa izinkundla phakathi nobusuku ngemva kwehora leshumi (10 PM). Ukuhlaziywa kwezibalo (statistical analysis) kwabonisa ubudlelwano obuphambene obubalulekile phakathi kwamaphethini okusebenzisa izinkundla nezimpawu zempumelelo yezemfundo. Ukusetshenziswa kwansuku zonke kwahlobana kakhulu nomthelela esikhathini sokufunda (r = .456, p < .01) kanye nokuphazamiseka emisebenzini yasekhaya (r = .523, p < .01). Ukuhlaziywa kokuhlehla okuningi (multiple regression analysis) kwembula ukuthi izinto ezihlobene nezinkundla zichaze amaphesenti angu-42.1% okwehluka kwempumelelo yezemfundo, kanti ukusetshenziswa kwansuku zonke kwaba isibikezelo esinamandla (β = .423, p < .001). Izinguquko emabangeni zikhombise isilinganiso esikhathazayo soku-2:1 phakathi kokwehla nokwenyuka (29.3% kuqhathaniswa no-15%). Nakuba u-66% wabafundi bewubona umthelela ongemuhle wezinkundla emfundweni, ukusetshenziswa kwamasu okulawula kwakukhawulelwe. Ngu-22% kuphela owasebenzisa njalo imingcele yesikhathi noma ukuphatha izaziso, okuveza igebe elikhulu phakathi kokwazi nokusebenza. Amaphethini okusebenzisa izinkundla ngezinjongo zemfundo abelimited, njengoba ngu-29.3% kuphela wabafundi obika ukusebenzisa izinkundla zokuxhumana njalo ngezinjongo zemfundo. Ucwaningo lwahlonza ukungahlangani kwezikhungo (institutional disconnection), lapho u-62.4% wabafundi bebeka umkhawulo wokuhlanganiswa kwezinkundla othishanhloko emisebenzini yokufunda. Amandla okusebenzisana (collaborative potential) athole ukuqashelwa okukhulu ngamaphesenti angu-56.3% abavumelayo, kanti umthelela wokugqugquzela (motivational impact) ubungemuhle kakhulu ngamaphesenti angu-52% abangavumelani. Le miphumela inikeza ubufakazi obusekelayo bokungenelela okuhlosiwe kwe-digital literacy okuthuthukisa amakhono okuzilawula kuyilapho kusetshenziswa izinzuzo zokubambisana. Izincomo zihlanganisa izinhlelo ezibanzi zenhlala-kahle yedijithali, ukuqeqeshwa okuhleliwe kothisha, kanye nezinqubomgomo zezikhungo ezikhuthaza ukuhlanganiswa okulinganiselayo kobuchwepheshe ngokwezemfundo ezimeni zemfundo yamabanga aphezulu eNingizimu Afrika.; Phuputso ena ea bongata (quantitative study) e ile ea fuputsa kamano lipakeng tsa tšebeliso ea li-social media le katleho ea thuto har'a baithuti ba likolo tse mahareng tsa KwaZulu-Natal. Ho sebelisoa mokhoa oa lipatlisiso o hlalosang le o amanyang (descriptive-correlational approach), lintlha li ile tsa bokelloa ho baithuti ba 300 ba tsoang likolong tse tharo tse mahareng ka lipotso tse hlophisitsoeng, ho ile ha fumanoa tekanyo ea karabo ea 85.7%. Liphetho li senotse mekhoa e matla ea ho sebelisa li-social media, moo 47.7% ea bankakarolo ba qetang lihora tse fetang tse peli ka letsatsi li-platform tsa marang-rang matsatsing a sekolo, e nyolohela ho 64% mafelong a beke. WhatsApp e etelletse pele tšebelisong ea platform ka 95.7%, e lateloe ke TikTok ka 66% le YouTube ka 63%. Mekhoa e tšoenyang e ile ea hlaha, ka 66.3% ea baithuti ba hlahlobang li-platform makhetlo a fetang a mahlano ka letsatsi le 66.4% ba sebelisa marang-rang bosiu ka mor'a hora ea leshome (10 PM). Tlhahlobo ea lipalo-palo (statistical analysis) e bontšitse likamano tse khahlanong le tse bohlokoa lipakeng tsa mekhoa ea tšebeliso ea li-social media le litekanyo tsa katleho ea thuto. Tšebeliso ea letsatsi le letsatsi e ile ea amana ka matla le phello ea nako ea ho ithuta (r = .456, p < .01) le tšitiso ea mosebetsi oa lapeng (r = .523, p < .01). Tlhahlobo e ngata ea kheloho (multiple regression analysis) e senotse hore lintho tse amanang le li-social media li hlalositse 42.1% ea phapang ea katleho ea thuto, ka tšebeliso ea letsatsi le letsatsi e le ponelopele e matla (β = .423, p < .001). Liphetoho tsa limaraka li bontšitse tekanyo e tšoenyang ea 2:1 ea ho theoha ho ea ho ntlafatso (29.3% ho fapaneng le 15%). Leha 66% ea baithuti ba lemoha phello e mpe ea li-social media thutong, tšebeliso ea maano a taolo e ile ea lula e lekanyelitsoe. Ke 22% feela ea neng a sebelisa kamehla meeli ea nako kapa taolo ea tsebiso (notification management), e senolang lekhalo le leholo lipakeng sa tsebo le ketso. Mekhoa ea tšebeliso ea thuto e ne e lekanyelitsoe, ka 29.3% feela ea baithuti ba tlalehang ho sebelisa li-platform tsa li-social media kamehla ka merero ea thuto. Phuputso e ile ea khetholla karohano ea setsi (institutional disconnection), moo 62.4% ea baithuti ba tlalehang ho kopanngoa ho lekanyelitsoeng ha li-social media ke matichere mesebetsing ea ho ithuta. Monyetla oa tšebelisano (collaborative potential) o ile oa fumana kananelo e matla ka tumellano ea 56.3%, ha phello ea khothatso (motivational impact) e ne e le mpe haholo ka ho se lumellane ha 52%. Liphetho tsena li fana ka bopaki bo tšehetsang bo keneleng pele bo lebisitsoeng ho digital literacy bo ntlafatsang bokhoni ba ho itaola ha bo ntse bo sebelisa melemo ea tšebelisano. Likhothaletso li kenyelletsa mananeo a batsi a boiketlo ba dijithale (digital well-being programmes), koetliso e hlophisitsoeng ea matichere, le maano a setsi a khothalletsang kopanyo e leka-lekaneng ea theknoloji thutong maemong a thuto e mahareng ea Afrika Boroa. Text in English with abstracts in Zulu and Sesotho

Exploring the nature and impact of workplace bullying perpetrated by senior school management towards post-level 1 to 3 educators in Cosmo City secondary schools, City of Johannesburg

2026-05-19T00:00:00Z

Exploring the nature and impact of workplace bullying perpetrated by senior school management towards post-level 1 to 3 educators in Cosmo City secondary schools, City of Johannesburg Gaehose, Lebogang Gladnes This study aims to explore the nature and impact of workplace bullying perpetrated by Senior School Management towards Post-level 1 to 3 educators in secondary schools of South Africa. A qualitative approach was adopted in this study to understand post-level 1 to 3 educators lived experience. In this study, semi-structured interviews through open-ended questions were adopted as a data collection tool. Furthermore, purposive and snowball sampling were employed to sample the participants. The research recruited 16 participants, eight females and eight males, from four public schools in the Cosmo City area. The criteria included eight post-level one educators, four post-level 2 educators, and four post-level 3 educators. Brain and Clarke’s thematic analysis was used to analyse the data. Ethical considerations were considered, such as informed consent, which was given to grant permission from the participants. Anonymity, voluntary consideration, and confidentiality were considered. University of South Africa granted ethical clearance to conduct the research, and further approval was granted by the Gauteng Department of Education. The major findings revealed that post-level 1 to 3 educators are subjected to a wide range of workplace bullying, such as verbal intimidation, psychological manipulation, financial exploitation and sexual abuse. The study further revealed factors contributing to workplace bullying, which consisted of contextual variables, weak policies and reporting mechanisms, lack of job opportunities, limited legal remedies and strong competition for promotional posts. The study further revealed that workplace bullying is linked to financial, physical, and psychological impacts. Power Control Theory and Organizational Justice Theory, which describe how unequal power relations and views of justice influence behaviour within organisations, serve as the study's theoretical lens. These theories stress that workplace bullying by the Senior School Management is rooted in hierarchical power imbalances and reinforced by post-level 1 to 3 educators' experiences of unfair treatment. The findings support and expand on these theories, emphasising how both the perceived injustice and power control sustain bullying in school contexts. The results show the need for more enforcement of anti-bullying regulations and focused training for Senior School Managements to foster responsibility and moral leadership. Furthermore, it is advised that education departments should develop a zero-tolerance culture for workplace bullying in schools, increase monitoring and support systems for impacted post-level 1 to 3 educators, and establish clear reporting procedures. This study aimed to address this gap by exploring the nature and impact of bullying perpetrated by Senior School Management towards Post-level 1 to 3 educators. The research recommended strategies that can be implemented by the Department of Education to develop efficient anti-bullying policies, the school to practice effective bullying mechanisms, and lastly, the education training institutions to establish teacher training workshops for recently hired educators to identify and deal with bullying in the workplace.