Perceptions of cyber bullying amongst student teachers in the Eastern Cape Province of South Africa

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DOI:

https://doi.org/10.18489/sacj.v32i1.737

Keywords:

cyber bullying, student teachers, curriculum, policy, Eastern Cape

Abstract

Cyber bullying has become a topical issue in South Africa. However, there is very little guidance and training for teachers on how to deal with cyber bullying in the classroom. This study investigated the perceptions of cyber bullying amongst student teachers in the Eastern Cape Province of South Africa. The backdrop of this study is a context where there is a proliferation of technologies in much of South African society. Within this, there are calls to not only investigate the positive side of technology but also aspects where technology may have a “dark” side. The study made use of a quantitative survey approach to collect data from 150 student teachers at a university in the Eastern Cape Province of South Africa. The student teachers were representative of all three the school phases used in South Africa. The results indicated that almost half of the student teachers had been victims of cyber bullying. Overall, cyber bullying was considered a serious issue for the student teachers but awareness of the prevalence of the issue decreased outside the classroom. The topic has not been incorporated into policy or the school curriculum in South Africa. The recommendation of the study is that the Department of Basic Education in South Africa must provide a standardised policy and curriculum that schools can use to implement and enforce cyber safety behaviour in the schools.

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Published

2020-07-22

Issue

Vol. 32 No. 1 (2020)

Section

Research Papers (general)

License

Copyright (c) 2020 Liezel Cilliers, Willie Chinyamurindi

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