The study revealed that boys engage in physical bullying (hitting and kicking) and girls in more verbal bullying (name-calling and rumour-mongering). The results suggest that until the problem of bullying is recognized by all stakeholders in the school community, the incidence of bullying will continue to rise. She further explains that there are numerous historical accounts that focus on this phenomenon of bullying.
According to Leach (1997), it should be noted that there is no such history of bullying in South Africa. Physical bullying is often not only perceived as the most common form of bullying, but is recognized as the only form of bullying. This type of bullying is harmful and negatively affects the victim (Krige, et al, 2000).
According to Cooper and Snell (2003), students believe that adults do not take reports of bullying seriously. Adults need to be more aware and respond positively when bullying is reported. A relatively consistent finding in the bullying literature is that boys and girls experience different forms of bullying.
The intervention programs implemented in Norway recorded a significant reduction in the prevalence of bullying in schools.
The purpose of the study was to examine the nature and incidence of bullying in this articular context. Most of the studies conducted on bullying used the questionnaire developed by Olweus in the 1980s. The final version of the students' questionnaire was translated into the students' first language, Isizulu (Appendix 2).
The purpose of the study was to examine the views of students and educators on the nature and incidence of bullying in a semi-rural school in KwaZulu-Natal. One of the important issues in the study of bullying is where it occurs and in this study. 48% of students indicated that there are many bullies in their classes.
The data obtained showed that only 4% of respondents reported feeling safe or comfortable in the school environment at all times. Most students reported that they sometimes (0/670) or never (0/200) felt safe or comfortable at school. The prevalence rate of school bullying is indicative of the fact that there are no established strategies to curb bullying.
43% of students indicated that they do not know what to do if they are bullied. This raises concerns about the extent to which the severity of the bullying problem has been recognised. The majority of students (68%) indicated that bullying is not tackled seriously at school, while 4% of students reported that the school dealt with bullying incidents 'very well'.
Most educators (69%) indicated that they would probably advise the victim to act decisively and resist the bully. 77% of educators indicated that they would definitely make sure that the bully was properly punished (question 88). 34; I would say that they are bigger, older and also due to the fact that they are the oldest students of the school".
34; Most of the students at the school come from single-parent homes or live with their family members. Appropriate and effective measures can only be implemented if the extent and impact of bullying is recognized by all stakeholders of the school community.
CONCLUSION AND IMPLICATIONS
It was also evident that educators deal with bullying episodes adhoc as there is no policy that specifically addresses bullying. Educators prefer to resort to punitive rather than preventive measures to deal with bullying at school. A comprehensive intervention plan is needed that involves all school stakeholders and will ensure that students learn in a safe environment without bullying.
Further research into bullying in different contexts should be undertaken to provide a more authentic perspective on bullying in South Africa as a whole. It should be noted that bullying is a serious problem for all schools, and it is one of them. Greater awareness of the problem of bullying and a focus on prevention would ensure schools can provide safe learning.
1994) Bullies and their victims: Understanding a pervasive problem in schools. 1989) Bullies and Victims in Schools: Keynes: Open University Press. Internet, http://web1 3.wpnetlcitation.htmI. 1994) Teachers' views on bullying: definitions, attitude and ability to cope. New York; Evans and Company, Inc. 1993) Racial violence and bullying, In D. Tattum, (ed), Understanding and managing bullying.
A preliminary survey of the nature and extent of bullying in primary schools in Pietermaritzburg, KwaZulu-Natal. 2003) A summary of research methods and tools used in relation to studying the prevalence and nature of bullying and violence in schools. K ( 1 993) A survey of the nature and extent of bully/victim problems in junior/middle and high schools.
APPENDIX 1
APPENDIX 2
APPENDIX 3
I would try to help the bully gain higher self-esteem so that he or she would do the same. I would make it clear to the bully that his or her behavior will not be tolerated. I would share my concerns with the bully about what happened to the victim and.
I would suggest that the victim does not show that he is bothered by what happened.
APPENDIX 4
