Workplace bullying among teachers remains a largely hidden challenge in South African schools, yet its impact on teachers' mental well-being and their willingness to remain in the profession is profound. 

This is according to new master's-degree research by Olebogeng More, a part-time lecturer in Human Resource Management in the School of Industrial Psychology and Human Resource Management at the North-West University (NWU).

Her study, titled “Investigating the effect of workplace bullying on educators' psychological well-being and intention to quit in selected schools”, found that workplace bullying significantly undermines teachers' psychological well-being, while increasing their intention to leave their current positions or the teaching profession altogether.

Although public discourse often centres on bullying involving learners, Olebogeng’s research reveals that teachers themselves are frequently subjected to bullying in the workplace. Significantly, the study found that bullying between colleagues occurs more frequently than bullying perpetrated by learners, with female teachers reporting higher levels of workplace bullying than their male counterparts.

The study employed a quantitative research design involving 205 teachers from public primary, secondary and high schools in the Madibeng sub-district of the Bojanala District in North West. Participants completed structured questionnaires measuring workplace bullying, psychological well-being and intention to quit. The data was analysed using structural equation modelling (SEM), enabling the researcher to examine the relationships between these variables.

The findings indicate a strong negative relationship between workplace bullying and teachers' psychological well-being. Teachers who experienced bullying were also significantly more likely to consider leaving their schools or exiting the profession entirely.

Beyond workplace relationships, the research highlights the demanding realities teachers face daily. Overcrowded classrooms, inadequate resources, staff shortages and increasing workloads already place immense pressure on teachers. When workplace bullying is added to these existing challenges, it creates toxic work environments that threaten employee well-being, morale and long-term staff retention.

Olebogeng says the findings demonstrate that workplace bullying should no longer be viewed as merely an interpersonal conflict, but rather as an organisational challenge requiring deliberate intervention.

“Teachers dedicate their lives to shaping future generations, yet many silently endure bullying in their own workplaces. Our study shows that workplace bullying is not just an interpersonal issue, it has real consequences for teachers’ psychological well-being and their decision to remain in the profession. By bringing this issue to light, we hope to encourage schools and education authorities to foster supportive, respectful and psychologically safe working environments where teachers can thrive and continue delivering quality education,” says Olebogeng.

The research underscores the importance of creating respectful and supportive workplace cultures in schools. Greater awareness of workplace bullying can assist school leadership, education departments and policymakers in developing interventions that safeguard teachers' well-being while strengthening teacher retention across the education sector.

In addition to its practical significance, the study makes an important academic contribution to an area that remains relatively under-researched in South Africa. By providing empirical evidence on the relationship between workplace bullying, psychological well-being and teachers’ intention to quit, the research offers valuable insights that can inform future policy development, organisational practices and support programmes aimed at improving teachers’ working conditions.

As South Africa continues to strengthen its education system, research such as Olebogeng’s reinforces the vital role of protecting teachers’ well-being. The creation of psychologically safe workplaces not only benefits teachers but also contributes to more stable learning environments and ultimately enhances the quality of education delivered to learners.

Olebogeng More