EXPLORING EFFECTIVE TEACHERS TRAITS IN REDUCING BULLYING BEHAVIOURS IN GRADE 10 LEARNERS IN LIMPOPO PROVINCE, SOUTH AFRICA

Abstract

Bullying is a pervasive issue that negatively impacts student well- being, academic performance, and school climate. This study explored the effective teacher traits that contributed to the reduction of bullying behaviours among grade 10 learners at a Limpopo School in South Africa. Through a mixed-methods approach, this research identifies specific traits of teachers that foster a supportive and inclusive environment, thereby mitigating bullying. The study involved surveys and interviews with students and teachers to gather      qualitative and quantitative data on their perceptions of teacher influence on bullying behavior. Findings indicated that teachers who demonstrate empathy and actively engage with students create a sense of community that discourages bullying. Furthermore, consistent, and fair assertive disciplinary practices contribute to a decrease in bullying.