Moodley, Noelle M.2025-08-112024Moodley, Noelle M.. (2024). A Qualitative Exploration of Teachers Experiences of Bullying by Parents: A Job Demands-Resources Perspective [Master`s dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace.https://hdl.handle.net/10539/45798A research report submitted in fulfillment of the requirements for the Master of Arts, In the Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, Johannesburg, 2024The study aims to examine South African teacher’s experiences of being bullied by parents (referred to as Teacher Targeted Bullying and Harassment (TTBH)). The study was guided by the Job Demands-Resources (JD-R) model, in which parent-enacted TTBH was seen as one of the many job demands faced by South African teachers as part of their jobs. Job resources, that is those offered by the school as well as the personal resources of teachers, were explored as means by which teachers cope with the demand of parent-enacted TTBH. Furthermore, outcomes of the experience of job demands, more specifically the demand of parent bullying and harassment on teachers’ psychological and physiological well-being, were examined. A qualitative research design was utilized. Data was collected using semi-structured interviews with teachers who have experienced parent-enacted TTBH. Thematic Content Analysis (TCA) was used to analyze the data. The main findings of this study indicated the multifaceted nature of parent-enacted TTBH, ranging from undermining authority and verbal or physical intimidation to attacks on social media and group bullying. Additionally, findings indicated that parent-enacted TTBH was influenced by societal pressures, parental expectations, power dynamics, and the overall school environment. Lastly, participants expressed feelings of fear, anxiety, and avoidance, and reported various health issues such as headaches, sleeplessness, and digestive problems. The coping strategies observed among participants included active coping strategies, and seeking social and professional support. The implications of this study contribute to the awareness of parent-enacted TTBH in South African schools. In doing so, this study may encourage the Department of Education to protect teachers from the escalation of parent-enacted TTBH and its associated consequences for teachers' physical and psychological well-being.en© 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.UCTDWorkplace Bullying (WPB)TeachersTeacher Targeted Bullying and Harassment (TTBH)Psychological WellbeingPhysiological WellbeingJob DemandsJob ResourcesParent BullyingDissertationUniversity of the Witwatersrand, JohannesburgSDG-4: Quality educationSDG-16: Peace, justice and strong institutions