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Technology-facilitated gender-based violence has emerged as a significant challenge within South African basic education institutions, posing risks to learner welfare, professional conduct of educators, and the integrity of a secure digital learning environment. Increased access to mobile devices and social media platforms has amplified incidents of cyberbullying, online harassment, and gendered digital abuse among both educators and students. This paper examines how the organisational culture, policies, and leadership within schools influence institutional responses to technology-facilitated gender-based violence in South Africa. Through a bibliometric analysis of scholarly literature sourced from Scopus, Web of Science, and Google Scholar, this paper identified citation trends, thematic developments, and existing research gaps. The findings indicate that the dimensions of organisational culture and leadership remain insufficiently explored, particularly in rural African contexts, while studies conducted in South Africa tend to be predominantly descriptive. This paper recommends enhancing digital safety policies, leadership development programs, accountability mechanisms, and organisational cultures that foster reporting, protection, gender equality, and individuals' psychosocial well-being in educational settings.