Version 1
: Received: 1 February 2023 / Approved: 6 February 2023 / Online: 6 February 2023 (09:17:37 CET)
How to cite:
Blumenfeld, T.; Malatji, H.; Pillay, R. The Knowledge Base of South African Educators Regarding Cyberbullying in Schools. Preprints2023, 2023020093. https://doi.org/10.20944/preprints202302.0093.v1
Blumenfeld, T.; Malatji, H.; Pillay, R. The Knowledge Base of South African Educators Regarding Cyberbullying in Schools. Preprints 2023, 2023020093. https://doi.org/10.20944/preprints202302.0093.v1
Blumenfeld, T.; Malatji, H.; Pillay, R. The Knowledge Base of South African Educators Regarding Cyberbullying in Schools. Preprints2023, 2023020093. https://doi.org/10.20944/preprints202302.0093.v1
APA Style
Blumenfeld, T., Malatji, H., & Pillay, R. (2023). The Knowledge Base of South African Educators Regarding Cyberbullying in Schools. Preprints. https://doi.org/10.20944/preprints202302.0093.v1
Chicago/Turabian Style
Blumenfeld, T., Hlologelo Malatji and Roshini Pillay. 2023 "The Knowledge Base of South African Educators Regarding Cyberbullying in Schools" Preprints. https://doi.org/10.20944/preprints202302.0093.v1
Abstract
Many educational institutions are using technology-enhanced learning. However, studies have shown that increased access to technological tools/gadgets is a precursor to incidents of cyberbullying. Using Bronfenbrenner’s Ecological Theory, we explored educators’ knowledge and intervention strategies regarding cyberbullying in schools. The design used in this study was qualitative and descriptive in nature. Purposive sampling technique was used to recruit a sample of eight educators working at secondary school in Johannesburg, South Africa. Data were collected using one-on-one interviews. Thematic analysis method was used to analyse the data. The findings revealed educators had sufficient knowledge of cyberbullying and how it affects learners in schools. However, interventions the teachers had put in place to prevent and manage incidences of cyberbullying were found to be ineffective due to parental disengagement and learners not reporting cases of cyberbullying. Recommendations for enhancing management of cyberbullying cases are provided.
Keywords
Cyberbullying; Knowledge; Education; Learners; Strategies; South Africa
Subject
Social Sciences, Psychology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
