The interactive patterns as reported by the participants in this study suggest that dysfunctional interactive relational dynamics is present across all levels of interrelatedness, that is between teachers and learners, amongst learners and between teachers and parents.
Regarding the teacher–learner interactions, participants reported reciprocal, rude and dismissive behaviour. Learners reportedly swear at the teachers and walk out of the classroom without permission during lessons, and teachers insult learners, swear at them or threaten to hit them. The dysfunctional interactive relational dynamics in these instances encompass a continuing cycle of reciprocal revenge in which learners act disrespectfully, and teachers retaliate with the same disrespect. Teachers’ attempts to maintain control over their learners from an authoritarian position rather than through positive, healthy relationships with the children also contributed to the dysfunctional relational dynamics. Burton and Leoschut (2013:4) warn that the use of rude punitive measures to address disobedience might convey the
message that it is acceptable to use force (physical or emotional) to deal with particular situations.
Favouritism as a form of discrimination against some learners was evident. A study by Aydogan (2008:164) concurs with the findings of this study that learners are treated more positively in instances where they are physically attractive and teachers know their parent(s) or carers. Teachers also do not seem to care much about learners. McDowell (2011:146, 155) suggests that when learners experience teachers as non-caring, learners tend to become more passive and have limited motivation to build positive relationships with teachers. Brown (2005:12–13) warns that incongruent interactions between teachers and their students can influence the quality of the relationship and enhance negative feelings between the teacher and the learner.
Regarding the interaction patterns between learners, the findings indicate that swearing at each other, insulting each other, degrading each other and engaging in physical fights had become part of daily interactions between learners. These dysfunctional ways of interacting might have become the norm rather than the exception in these schools. Being rude and aggressive seemingly provides a safe space for learners, as it indicates that they are strong and untouchable. If they refrain from being rude, learners often become an easy target for bullies. A serious concern is that, as being rude has become the norm, most learners tend to act rudely or even pretend to be rude in certain situations for fear of becoming victims of bullying. Learners are also very apprehensive about reporting bullying because they are likely to become targets of bullying if they do so. To stay away from harm, they remain silent. However, by being silent, they actually become powerless.
Another astounding pattern is the way in which various groups in the schools compete against each other as a means to gain status. Groups perceived as popular constantly challenge each other to either maintain their status or obtain a higher status. Closson (2009:410) also observed these competitive
interactions between learners and groups of learners and expressed concern about the impact thereof in the relationships between learners.
Fighting with each other, particularly in public, has become a way to demonstrate how cool they are, as the group who ‘wins’
the fight is perceived as the strongest and therefore gains a higher status. A concern is that the need to be perceived as cool and popular (i.e. powerful) seems to outweigh the need for healthy and supportive friendships, as also found by Merten (2004:362). This is demonstrated by the violation of trust between friends. Learners gossip and disclose their friends’
secrets to safeguard their position in the more powerful groups.
The fact that fighting, instigated by a conflict, is considered as entertaining presents a serious concern, as it confirms that bullying behaviour has become part of the everyday interactive relational dynamics in these school contexts. Kerbs and Jolley (2007:21) found that bystanders of bullying behaviour often find such incidents exciting and entertaining. The involvement of learners who are not even interested for fear for becoming victims themselves is indicative of the serious nature of the dysfunctional relational dynamics.
The findings regarding teacher’s apathy in these conflict situations concur with the findings of a study by De Wet (2007:202) that teachers ignored bullying incidents. Joyce (2013:254) also reported that principals and teachers either ignored or dismissed the reporting of incidents where a conflict between children is involved.
The parent–teacher disagreements in contexts of conflicts indicate the absence of a shared understanding regarding ways to resolve conflicts. Instead of collaborating to solve the problems, they assert power in a dysfunctional manner by blaming each other for children’s misbehaviour. Evidently, both teachers and parents appear to be more concerned about the positions they hold than about finding appropriate ways to resolve conflict between children.
The findings suggest that the interactive relational dynamics in these contexts are characterised by dysfunctional power struggles across all levels of interrelatedness. Power defined as actions that induce others to act in a particular manner is present in all relationships (Foucault 1982). However, when power is used in a dysfunctional manner, it might facilitate a space in which bullying can thrive.
The evidence in this study indicates the concurrent presence of various power struggles. For example, teachers favoured certain learners that led to other learners feeling excluded.
Learners formed groups and excluded others based on their group membership to avoid compromising their perceived social status. As learners do not know whom to trust, they tend to engage in a behaviour that creates a distance between them and the others, rather than developing strong connections. A power struggle between parents and teachers was also evident as they blamed each other for learners’ behaviour. Parents blamed the teachers for not doing their job properly, and teachers blamed parents for not appropriately disciplining their children at home.
In the event of such power struggles between adults, learners tend to emulate the adults in conflicts with their peers. In the absence of deep care and connectedness between learners, teachers and parents, learners who are perceived as popular and admirable by both teachers and peers seem to take over the social power.
The current state of affairs undermines the development of positive connections between teachers, learners and parents and creates a fertile ground for bullying behaviour. Any effort to address bullying behaviour should therefore address the dysfunctional power struggles that underpin the disenabling relational dynamics. We can no longer apply only the individualist and punitive approaches that evidently do not resolve the problem of bullying in schools. The implication is that policies focussed on the control of bullying behaviour should be adapted to accommodate the complex nature of human interactions that cannot be controlled (Stacey 2003). Teachers should be equipped
to understand how the interactive relational dynamics associated with dysfunctional power emerges and contributes to bullying behaviour to maintain discipline in a more efficient manner.