The effects of bullying on teaching and learning in the foundation phase

Abstract

Bullying in the foundation phase poses a significant challenge that undermines both teaching and learning processes. Learners who experience bullying often demonstrate poor academic performance and increased absenteeism. This study explored the effects of bullying on teaching and learning in foundation phase classrooms. A qualitative research approach with an exploratory design was employed. Purposive sampling was used to select eight foundation phase teachers (Grades R–3) and two school management team members from two schools. Data were collected through semi-structured interviews and classroom and playground observations. The Job Demands–Resources (JD-R) model guided the study. Thematic analysis revealed that emotional stress, inadequate institutional support, and challenging learner behaviour negatively affected teaching quality and learner outcomes. The findings highlight the need for systemic interventions that align job demands with adequate resources to promote safe and supportive learning environments.

Authors & affiliations

Murungwa Dzialwa
University of Venda

Shonisani Agnes Mulovhedzi
University of Venda

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