Who Protects the Teacher? Rethinking Respect and Authority through Legal Framework
Mohamed Mosala
Received: 15 February 2026; Revised: 22 March 2026; Accepted: 09 April 2026; Published: 11 April 2026
DOI: https://doi.org/10.66074/D1F2G3H4J
Abstract
Teachers in South Africa are facing increasing incidents of violence and disrespect in schools, which jeopardise their safety and undermine their authority. Despite existing legal frameworks intended to protect teachers, many remain inadequate in addressing these critical issues, raising concerns about the dignity and security of teachers. This study aims to critically examine the alignment between South African educational laws and teachers’ experiences of violence and disrespect in schools. It seeks to identify gaps in legal frameworks to highlight the need for better protections and support systems for teachers. This study uses a qualitative interpretive approach to analyse how South African laws and policies address teacher dignity, authority, and protection. Using primary sources like legislative documents and policy guidelines, it employs systematic data collection and thematic analysis to identify patterns and gaps in framing teacher rights. Four core themes emerged: (1) The construction of teacher authority and dignity in legislative discourse. (2) Regulatory accountability and the asymmetrical governance of teachers. (3) Institutional gaps and the production of teacher vulnerability. (4) The constitutional tension between learner rights and teacher protection. The study affirms the urgent need for stronger legal protections and institutional support for teachers, emphasising a critical gap between constitutional principles and their practical enforcement within schools.
Keywords: Teacher Protection, Violence in Schools, Teacher Authority, Dignity, Legal Frameworks.
Author Information: University of Johannesburg, South Africa; [email protected]
Volume 2, Issue 2, June 2026