Exploring the School Management Team’s Perspectives about the Challenges of Addressing Learner-on-teacher Violence in Secondary Schools: Implications for Invitational Leadership

Abstract

Addressing learner-on-teacher violence remains a severe challenge to school management teams (SMTs) worldwide. School violence is a worldwide issue, and it also seems to be getting worse in South Africa, where it is not sufficiently reported or addressed. Thus, the study aims to explore SMTs' perspectives on the challenges of managing learner-on-teacher violence in selected South African secondary schools. The paper adopted the Invitational Leadership theory to guide and interpret the findings. A qualitative approach and a multiple case study design were used to draw attention to leadership challenges in addressing learner-on-teacher violence in secondary schools. Eight participants were purposively selected for the study. The data was generated through one-on-one semi-structured interviews) with principals, heads of departments (HODs), and teachers. Data were analyzed using thematic analysis, and four themes emerged. The findings revealed  challenges SMTs face when addressing learner-on-teacher violence include inadequate policies, lack of parental involvement, insufficient departmental support, and lack of support from other stakeholders. Therefore, this paper recommends that the DBE capacitates school leaders in reviewing policies and supports them in implementing them.