Show simple item record Singh, Nalini Amin, Nyna Devroop, Chatradari 2023-10-30T09:30:04Z 2023-10-30T09:30:04Z 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (2) (2023) en_US
dc.description.abstract This article explores the challenges teachers face in dealing with cyberbullying from the perspective of behavior management theory. We argue that dealing with cyberbullying places an additional burden on teachers. The research is based on narrative inquiry and focuses on the experiences of a participant named Amanda who works in a primary school. Amanda embodies the complexity of everyday life for teachers in a South African school. The analysis shows that teachers like Amanda are exposed to high levels of stress and burnout due to the administrative demands of dealing with bullying on social media, which distracts them from their actual pedagogical tasks. The inadequate institutional support has a negative impact on both their professional efficiency and their personal lives. The findings show that a holistic approach, including policy reforms, psychological support, and specialized training is needed to mitigate these effects. en_US
dc.format.extent 15 pages en_US
dc.language.iso en en_US
dc.publisher African Perspectives of Research in Teaching & Learning (APORTAL) en_US
dc.relation.requires PDF en_US
dc.subject Behaviour management theory en_US
dc.subject Cyberbullying en_US
dc.subject Narrative enquiry en_US
dc.subject Social media en_US
dc.subject Teacher workload en_US
dc.subject Behaviour therapy for children en_US
dc.subject.lcsh Cyberbullying en_US
dc.subject.lcsh Teacher work groups en_US
dc.subject.lcsh Mass media -- Social aspects en_US
dc.subject.lcsh Behavior therapy for children en_US
dc.title The burden of cyberbullying on teachers en_US
dc.type Article en_US

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