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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. |
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