The psychosocial effects of school-based gang violence on educators: A case study of johannesburg, South Africa
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South Africa’s epidemic of school-based gang violence significantly impacts educators, affecting their psychosocial well-being and professional performance. This qualitative study examines these effects within Johannesburg public schools, guided by Bronfenbrenner’s Ecological Systems Theory, which emphasizes the influence of interconnected social and cultural environments. Data were collected through semi-structured interviews with purposively sampled educators and analysed thematically using Creswell’s framework. Ethical standards, including confidentiality, informed consent, and privacy, were rigorously upheld. Findings reveal that educators experience emotional distress, professional burnout, and compromised well-being as a result of persistent exposure to school-based gang violence.