To:
The Minister of Basic Education 

Siviwe Gwarube 

Subject: Urgent Action Required: Addressing Workplace Bullying of Educators in South Africa – A Pandemic Crippling Our Education Sector

Esteemed Minister of Basic Education and Members of the Parliament of the Republic of South Africa,

We, as concerned citizens, educators, and stakeholders invested in the future of our nation, write to you today with a profound sense of urgency and deep-seated concern regarding a pervasive and escalating crisis within our education system: the rampant workplace bullying of our educators. The Republic of South Africa, in its commitment to progress and development, rightly places a paramount priority on the protection and well-being of its school-going learners, acknowledging them as a vulnerable group most deserving of our unwavering attention and care. This dedication is intrinsically linked to the high value placed on education, rightly identified by luminaries such as Nelson Mandela (1995) as a potent and vital tool for achieving a better quality of life for all citizens. Education is the bedrock upon which a prosperous and equitable society is built, a fundamental right and a transformative force.

However, it is with grave disappointment and alarm that we observe this critical focus on learners potentially being achieved at the direct expense of one of the most vital stakeholders in delivering quality teaching and learning – the educator. In recent years, a disturbing trend has emerged, one that is far from a minor inconvenience but rather a pandemic that has been insidiously rearing its ugly head across our nation's schools. Workplace bullying of educators has become a significant, yet often silent, contributor to a lamentably high number of dedicated and competent teachers abandoning the profession. This exodus leaves a debilitating void in one of society's most crucial spheres, undermining the very foundation of our nation's future.

The ramifications of such an environment are multifaceted and severe. When educators operate under constant duress, fear, or humiliation, their capacity to inspire, innovate, and deliver effective instruction is severely compromised. This not only affects the immediate learning environment but also has long-term consequences for learner achievement, teacher morale, and the overall reputation and functionality of our education system. The emotional and psychological toll on individual educators can be devastating, leading to burnout, mental health issues, and a pervasive sense of disillusionment.

Our concerns are not unsubstantiated assertions but are grounded in emerging research and lived experiences. We draw your attention to several crucial pieces of research that shed light on the alarming reality of teacher-targeted workplace bullying in South Africa:

1.  "The Complexity of Teacher-Targeted Workplace Bullying: An Analysis for Policy"by C. de Wet and Dr. L. Jacobs (University of the Free State, 2018 special edition). This academic work delves into the intricacies of bullying within educational institutions and offers critical insights for policy formulation.
2.  "Legal Remedies as Victims of Workplace Bullying in South Africa by Dean Colin Langeveld (18 September 2023). This research explores the existing legal avenues available to victims of workplace bullying and highlights potential gaps.
3.  "The Silent Crisis: Workplace Bullying in South African Schools and the failure to protect teachers"by Erika Engelbrecht (25 September 2025, LinkedIn). This comprehensive article identifies the crisis and critically examines the systemic failures in providing adequate protection for educators.

We strongly recommend that esteemed members of this Parliament engage with these scholarly works. They provide a depth of understanding crucial for informed decision-making and policy development, moving beyond anecdotal evidence to a data-driven comprehension of the problem.

According to the findings presented by C. de Wet, South African teachers are alarmingly three times more likely to experience workplace bullying when compared to their professional peers in other parts of the world. This stark statistic underscores the severity and uniqueness of the challenge we face domestically. Furthermore, their research points to a critical policy deficit: the absence of clear, actionable guidelines specifically tailored to addressing teacher-targeted workplace bullying. Crucially, at this current juncture, there are no specific laws in South Africa that explicitly criminalize workplace bullying, leaving many victims without adequate recourse or legal protection.

To provide a clear understanding of the issue at hand, it is imperative to define workplace bullying. As articulated by Einarsen et al. (2003, p. 165), workplace bullying can be defined as: "a series of negative behaviours carried out frequently and over a prolonged period of time, usually against an individual employee by his or her colleagues or supervisor."

This definition encompasses a wide range of aggressive and unreasonable actions, including persistent unwarranted criticism, excessive supervision, deliberate exclusion, public humiliation, undermining legitimate work, intimidation, and the use of threats. In the context of educational institutions, such behaviours can manifest from colleagues, members of the School Management Team (SMT), or even principals, creating a hostile and toxic work environment that is antithetical to the principles of professionalism and positive engagement.

While South Africa possesses a robust framework of legislation governing the employment of educators and the broader public service, the inadequacy in addressing workplace bullying is pronounced. The existing legislature, which encompasses acts such as:

1.  The SA Schools Act, Act 84 of 1996
2.  Personnel Administrative Measures (covering post provisioning and workload)
3.  The Employment Equity Act, Act 55 of 1998 (mandating employers to foster equal opportunities)
4.  The Protection from Harassment Act, Act 17 of 2011
5.  The Promotion of Equality and Prevention of Unfair Discrimination Act, Act 4 of 2000
6.  The South African Council of Educators Professional Ethics Code
7.  The Occupational Health and Safety Act 85 of 1993 (ensuring employees have the right to a safe working environment, free from psychological risk).
8.  The Constitution of the Republic of South Africa, 1996 (guaranteeing every citizen, including teachers, the right to dignity and its protection.

Despite the existence of these significant legislative pillars, there remains a conspicuous and dangerous lacuna. There is no clear, specific, or comprehensive legislation that directly and effectively protects the educator who is being subjected to bullying by fellow educators, members of the school management team, or principals. The existing laws, while valuable in their own right, do not adequately address the unique dynamics and specific harms of systematic workplace bullying within our schools.

The consequence of this legislative void is a pervasive environment where educators are often suffering in silence. The holistic well-being of teachers, the very individuals entrusted with shaping the minds of our future generations, appears to be a concern inadequately addressed within the education fraternity. This silence is deafening and is actively eroding the very fabric of our teaching profession. The psychological strain, coupled with the fear of reprisal or career stagnation, forces many to endure oppressive conditions rather than seek redress.

Compounding this distressing reality is the situation faced by educators who are members of teacher unions. While unions are intended to be a bulwark of support and a collective voice for educators, reports suggest that in some instances, the current administrative landscape within educational bodies is increasingly shutting doors to meaningful union engagement. Furthermore, educators who bravely serve in union roles, advocating for their colleagues, sometimes find themselves subjected to the very same bullying tactics from the management they are challenging. This creates a deeply disheartening and counterproductive cycle, where those fighting for justice become targets themselves.

It is in light of this dire situation, and as a collective of deeply concerned citizens and educators, that we present this formal plea and petition to the Parliament of the Republic of South Africa. We have gathered signatures from numerous educators and concerned citizens who echo these sentiments and demand systemic change. With this petition, we earnestly request that Parliament take decisive action to address this crisis through the following key measures:

1.  Enactment of Clear Legislation and Legal Remedies for Bullied Educators: We implore the Parliament to prioritise the development and enactment of specific legislation that clearly defines and prohibits workplace bullying within educational institutions. This legislation must include robust legal remedies for victims, ensuring that perpetrators are held accountable and that appropriate recourse is readily available. This might involve amendments to existing acts or the creation of new, dedicated legislation that encompasses the unique context of schools.

2.  Commissioning of a White Paper on Workplace Bullying in Education: We propose the urgent commissioning of a comprehensive White Paper. This document should serve as a detailed, evidence-based policy framework that thoroughly investigates the prevalence, causes, impacts, and effective interventions for workplace bullying in South African schools. It must be grounded in thorough research, stakeholder consultation, and international best practices.

3.  Public Consultation on the Draft White Paper: Following the development of the draft White Paper, it is imperative that a transparent and inclusive public consultation process is undertaken. This process must actively solicit input from educators, school management, unions, parents, civil society organisations, and educational experts to ensure the final policy is practical, comprehensive, and reflective of the diverse realities on the ground.

4.  Facilitation of a Parliamentary Discussion and Debate: We call for a dedicated parliamentary discussion and debate on the issue of workplace bullying of educators. This platform is essential for raising national awareness, fostering understanding of the severity of the problem, and garnering political will to implement meaningful reforms.

5.  Direct Engagement by the Minister of Basic Education with Educators: We request that the Honourable Minister of Basic Education actively and genuinely engage directly with educators from all strata of the profession. This engagement must not be limited to official union representatives or office-based staff within the education fraternity. It should extend to classrooms, staff rooms, and school communities to hear the unfiltered experiences and insights of teachers on the front lines. Such dialogue is crucial for building trust and ensuring that policy interventions are informed by lived realities.

This is not merely an administrative issue; it is a crisis that strikes at the heart of our educational system and the well-being of its most dedicated professionals. The current situation is unsustainable, leading to burnout, decreased quality of education, and the loss of invaluable teaching talent from our schools. The psychological health and safety of educators are as critical as the physical safety of our learners.

We understand the complexities involved in legislative reform and policy development. However, the evidence overwhelmingly indicates that the current status quo is failing our educators, and by extension, our nation's children. By acting decisively and strategically, Parliament has the power to create a safer, more supportive, and more productive environment for educators, thereby strengthening our entire education system.

We implore you to treat this matter with the utmost urgency and seriousness it deserves. The future of South African education, shaped by the men and women who dedicate their lives to teaching, depends on your swift and compassionate action. We stand ready to provide further information and to participate constructively in any process aimed at resolving this critical issue.

Thank you for your time, consideration, and anticipated action to protect our invaluable educators.

Sincerely,

A Concerned Citizen and Advocate for Educators' Rights
On behalf of many

Lebogang Shovhote 
Progressive Forces of South Africa