The purpose of this study was to analyse bullying among secondary school teachers and its impacts on their performance. Specifically the study was objected to describe the prevalence of workplace bullying, to determine the types and forms of workplace bullying, to examine the causes and negative effects of workplace bullying and to establish the perception and solutions of secondary school teachers towards workplace bullying. The related literature reviews also supported my study. The study adopted both cross-sectional and case study research designs, in which both qualitative and quantitative research paradigms were used. Main instrument for data collection were questionnaire, interview guide and documentary research review. The target research population were 186 both males and females. The study was guided by personality traits model, organization climate model and human interaction model. Pilot study was conducted in two secondary schools; Luchelele secondary school in Mwanza city and Itinje secondary school in Meatu District. Twelve secondary schools were randomly selected in Meatu District in which the study was conducted. Qualitative data was transcribed, organized into themes and reported in text forms. Quantitative data was analyzed using descriptive statistics such as frequency and percentages. Findings of the study revealed that, the most common types of workplace bullying were verbal abuse in forms of name-calling, shouting, taunting and threats; psychological abuses in forms of intimidation, extortion, rumour-mongering and social exclusion and physical abuse in forms of stealing teachers‟ properties, spitting and damage of teachers‟ properties. The findings suggest that any established anti-bullying strategy programs in its entirety needs to be anchored in a locally and developed cooperate policy based on broad involvement of all educational stakeholders and the Tanzania Teachers‟ Union.