SCHOOL-BASED VIOLENCE: AN EXPLORATION OF PARENTS

ASSAULT ON SECONDARY SCHOOL TEACHERS

IN SOUTH-WEST NIGERIA

Professor S.A. Dosunmu

&
Alice Bolanle Olatunji

Abstract
This paper investigated the assault that teachers of secondary schools in South West Nigeria
experienced from the parents. The paper also examined the reasons of parents’ victimization of
teachers thus; it highlighted the reasons in terms of actions and activities of parents towards the
victimization that teachers experienced especially in South West Nigeria Secondary schools.
Furthermore, it makes suggestions and recommendations towards the means by which Ministry
of Education and other regulatory bodies in charge of education should educate the parents to
desist from various acts of victimizations on teachers especially such as: name-calling, verbal
threat, ridiculing in front of other adults and publicly challenging teachers. This paper equally
suggested ways for further studies, for instance, further studies can be conducted to appraise the
same topic in each State of South West Nigeria. This is because the knowledge and
understanding of victimization will facilitate the outcome being undertaken in Nigerian Schools.

Introduction
Violence is a regular occurrence and very predominant wherever formal schooling environment
exists as Egbochukwu, (2007) puts it. Without any discrimination, violence is a global
phenomenon according to Dosunmu (2015). School-based violence such as parents to teachers’
physical victimization can come in form of “bullying” as well as “cyber-victimization of
teachers”. All these remain a serious concern for schools and communities across the world.
School-based violence could be described to be physical attacks by parents on school staff
especially teachers. These can occur on the teachers’ ways/coming back from school or in the
school premises, particularly when trying to solve one issue or another. The consequences of
school-based violence are grievous as extreme cases had led to the loss of human lives, other
effects of schools’ violence includes: vandalism and loss of property. Most scholars agreed that
school-based violence is a multi-systemic problem that manifest from communities’ schools.
This may be serious problems to education as, Omokhodion, Nkwokeocha & Pemede (2015) put
it.

Parental involvement in school-based violence is critical and serves as injury/hindrance to the

success of the students’ achievements’ levels when parents are directly and positively involved
in their children’s education. Unfortunately, the line of communication between parents and
teachers may fracture and as a result, parents may attempt aggressiveness towards teachers.
Thus, during and after this confrontational incident between parents and teachers, parents
might feel they must achieve some goals.

Parents’ victimization on the teachers has become a social issue which warrants the scrutiny of
educators and others. Dissatisfied parents may react at school, from what they perceive as
wrong doings on the path of the teachers aimed towards their children. Parental frequent
bullying behaviour towards teachers may aggravate the extent and the severity of victimized
teachers’ loss of interests in a school programme consequently resulting into a woeful
performance of students.

Bronfenbrenner (1977), viewed how serious the concern is for threat, parents’ violence towards
teachers, the lack of teachers support and its effect on teacher. Various factors deduced as
reasons why teachers leave teaching profession includes: parental violence towards them,
substance-abuse, and threat to their safety as put by (Long & Freese, 2006). Parents-
victimization on teachers may be linked to teachers’ retention or the lack thereof in schools.
Parental bullying disrupts a scheduled day’s work and traumatizes the teachers. Work-place
bullying incident reveals that teachers may be subjected to violent behaviour directed towards
them by parents. Dealing with difficult and aggressive parents is a growing problem for teachers
(Chen & Astor, 2009).

Statement of the Problem

Currently, information about parents’ aggression and victimization of teachers lies more in
studies from other climes: however, there is a gap in the literature in Nigeria. Violence at
schools is heterogeneous phenomenon. There is seemingly inadequate information on the
contribution of the body of the knowledge in the literature on bullying behavior of parents
towards teachers. Direct research into subject matter has been an over-looked area for
investigators in Nigeria. Thus, a scientific assessment of the extent and the causes of
victimization at schools need to answer the questions, “to what extent this fear is justifiable”,
the degree of prevalent of violence against teachers at schools, how to prevent violence at
schools and how to develop appropriate intervention strategies thus, the investigation into the
frequency of confrontational behavior of parents towards teachers in South-West Nigeria
Schools.

Method and Procedure

The design adopted was mixed method research design. It is qualitative and quantitative in
nature hence it allows the researcher to use the questionnaire method to collect data. The
method also enables adequate control of variants and allowed factors that supported the
matters under investigation.

The population of this study comprised all parents of secondary school students in South-West-
Nigeria. The study sample consisted of 180 parents drawn from three states out of the six states
in the South-West geo-political zone of Nigeria. The states are : Lagos, Ogun and Ondo.

The sample-Random Sampling Technique was applied in the selection of the three sampled
states. 36 parents were selected from each of the three states for the parents’ respondent
group. Parents of students with track records of violence on teachers were purposively selected
for the study.

Behavioural Acts and Frequency of Victimization of Teachers by Parents Inventory (BAFI) and
Behavioural Acts of Victimization of Teachers by Parents Questionnaire (BAVPQ) were used as
instruments for data collection. The two instruments were validated by experts in the area of
Sociology and Educational Tests and Measurement to ascertain its appropriateness in
generating the relevant data for the study.

The researcher made the instruments available to the sample population and personally
administered them. The researcher read out the instructions to all the parents who had
difficulty in understanding the basic requirements and requested them not to write their names
so as to assure them of the desire for hundred percent confidentiality.

The data was analyzed using descriptive and inferential statistics. Descriptive statistics was used
in answering the research questions while postulated hypotheses were tested using ANOVA at
0.05 level of significance.
Research Questions
The following research questions were asked:

1. What triggers/initiates parents victimization of teachers?

2. What type of school-based violence teachers experience most from parents?
3. Does school type (rural/urban) (private/public) determine the preponderance of
victimization of teachers by parents?

Hypothesis
The following hypothesis was formulated for the study.

Ho1: There is no significant relationship in the responses of parents and the acts of

victimization that teachers experienced.

Answering of Research Questions

What triggers/initiates parents school-based violence against teachers?

Table 1. Causes of school-based violence experienced by teachers from parents.

Teacher (s) was/were victimized because of: A % D % Mean Mean

Ranking
uses rejection to discipline my child 82 83.7 16 16.3 1.84 1 st

sets up students to bully my child 81 82.7 17 17.3 1.83 2 nd

hurts my child’s feelings 79 80.6 19 19.4 1.81 3 rd

too many free- periods 76 77.6 19 19.4 1.8 4 th

teachers’ unfair treatment of my child 77 78.6 21 21.4 1.79 5 th

strikes actions by teachers 76 77.6 22 22.4 1.78 6 th

excluding my child from partaking in some

school’s activities 73 74.5 24 24.5 1.75 7 th

poor supervision of my child 70 71.4 28 28.6 1.71 8 th

frequent absence from school by the teacher 68 69.4 29 29.6 1.7 9 th

repeatedly punishes my child 96 70.4 29 29.6 1.7 9 th

teachers’ attitude to work 61 62.2 36 36.7 1.63 11 th

Weighted Averages 74 24 1.76

The causes of victimizations of teachers by parents ranged from discipline their children using
rejection means to teachers’ attitude to work as indicated in table 1. The weighted average of
the means is 1.7. The first reason of teachers’ victimization by parents was that teachers used
rejection to discipline their children with a mean of 1.84. Others include teachers setting up
other students to bully parents’ children (1.83), teachers hurting the feelings of their children
(1.81), too many free periods on the time-table (1.8), teachers’ unfair treatment of their
children (1.79) and strikes action by teachers (1.78).

Other reasons stated had means ranging from 1.75 to 1.63 which are below the weighted
average of 1.76. Excluding parents’ children from partaking in some school activities ranked 7 th
with a mean of 1.75, poor supervision of parents’ children ranked 8 th with mean of 1.71,
frequent absence of teachers from school and repeatedly punishes parents’ children ranked 9 th
with a mean of 1.7, while teachers attitude to work was the least ranked cause of school-based
violence experienced by teachers.

Generally, teachers are to be “in-loco-parentis” to students. In traditional African setting

according to Manzoor, (2017) child training was the prerogative of the parents and community-
members. Surprisingly, studies have identified parental attitude as a significant source of stress
for teachers Magwa & Nagara (2014), the strain of dealing with parents has been cited as one
of primary factors in new teachers leaving the profession Manzoor, (2017).
 Research Question 2
Table 2: What type of school-based violence do teachers experience most from parents?

Acts of victimization of teachers Frequency of victimization

from parents: 2-3 times % 4 times % 5-6times % Mean

Verbal abuse 45 60 13 17.3 17 22.7 2.02

Name-calling 32 50 16 25 16 25 1.95

Verbally-threatened 38 57.6 15 22.7 13 19.7 1.93

Ridiculed in front of other adults 41 64.1 9 14.1 14 21.9 1.84

Publicly-challenged 37 64.9 7 12.3 13 22.8 1.73

Ridiculed in front of students 35 63.6 12 21.8 8 14.5 1.72

Physically intimidated 26 57.8 7 15.6 12 26.7 1.63

Physically assaulted 28 65.1 2 47 13 30.2 1.62

Ridiculed in front of family members 37 72.5 5 9.8 9 17.6 1.59

Family members physically assaulted 28 46.7 17 28.3 15 25 1.52

Property being the target of vandalism 22 43.1 17 33.3 12 23.5 1.51

Cause psychological harm 26 44.1 18 30.5 15 25.4 1.72

Weighted Averages 33 57 12 20 13 23 1.73

Table 2: shows the various acts of victimization experienced by teachers from parents and this ranged
from “name-calling to vandalisation” of teachers’ properties. The weighted average of the acts of
victimization by mean ranking is 1.73. From the table, verbal abuse, name calling, verbal threat,
ridiculing in front of other adults and publicly challenging teachers had means above the weighted
average, implying that they are the most preponderance acts of victimization experienced by teachers
from parents. From the mean ranking on table 2, the most frequently acts of victimization experienced
 by teachers from parents is verbal abuse with a mean of 2.02. This is followed by name calling, verbal
threat, ridiculing teachers in front of adults and publicly challenged with respective means of 1.95,
1.93, 1.84 and 1.73. However, ridiculing teachers in front of students, purposely opposing a teacher in
order to cause psychological harm, physical intimidation, physical assault, and ridiculing teachers in
front family members had means of 1.72, 1.72, 1.63, 1.62and 1.59 respectively which are below the
weighted average of 1.73.

Research Question 3:
Does school type (rural/urban) (private/public) determine the preponderance of victimization of
teachers by parents?

Table 3: Preponderance of victimization of teachers on the basis of school-type:

Frequency of teachers’ acts of victimization

School Type Total
2-3 times % 4 times % 5-6 times %

Urban 26 70.3 5 38.5 5 62.5 36

Rural 11 29.7 8 61.5 3 37.5 22

Total 37 13 8 58

Public 17 45.9 7 53.8 5 62.5 29

Private 20 54.1 6 46.2 3 37.5 29

Total 37 13 8 58

Most of the acts of victimization reported by teachers were from urban schools as indicated in

Table 3. Among the 36 teachers from urban schools and the 22 from the rural schools, 26
(70.3%) teachers from the urban and 11 (29.7%) teachers from the rural schools respectively
experienced acts of victimization 2-3 times per session. Five and eight teachers experienced
acts of victimization four times in an academic session, while five three teachers respectively
 experienced acts of victimization 5-6 times. This implies that teachers from the urban schools
experience acts of victimization more than those in the rural areas.

Furthermore, Table 3, shows that 20 (54.1%) teachers in the private schools and 17 (45.9%) of
teachers in the public schools reported that they experienced acts of victimization 2-3 times.
Seven and six teachers from both public and private schools respectively reported that they
experienced acts of victimization 4 times in a session. The implication is that teachers from
private secondary schools experienced acts of victimization more than their counterparts from
public schools.

Testing of Hypothesis
Ho1: There is no significant relationship in the responses of parents and acts of victimization that

teachers experience.

Table 4: Pearson Product Moment Correlation on the responses of the parents and victimization that

teachers experience.

Variable N Mean SD r p-value

Acts of teachers victimization 179 1.65 1.124

.023 .802

Parents 120 1.75 .822

Table 3: Shows that there is no significant correlation between the responses of parents and acts of
teachers’ victimization (r=.023, p=.802, 2-tailed). This implies that the relationship between the
responses of parents and acts of teachers’ victimization was not statistically related, although it is an
extremely very weak correlation since 0.05% of the variation is explained.
Summary of findings
Various acts of victimization experienced by teachers from parents ranged from name calling to
vandalization of teachers property. Specifically such acts includes: verbal abuse, verbal threat,
ridiculing in front of others adults and physically challenging teachers.

Teachers experienced school-based violence 2-3 times in an academic session from parents.
Teachers submitted that parents visited their premises at will whenever there is crisis to embarrass
or intimidate especially the female teachers. Almost all the teachers agreed that they have been
challenged face-to-face many times by parents.

The causes of victimization of teachers by parents ranged from discipline their children using
rejection means to teachers’ attitude to work.

The relationship between responses of parents and acts of teachers’ victimization was not
statistically related, although it is an extremely weak correlation.

Discussion of findings
What triggers/initiates parents victimization of teachers?

The study found out that teachers used rejection to discipline their students with weighted average
of 1.33, disliked a lot of students (1.3) and frequently suspended students (1.5) among others. The
finding of this study agrees with an earlier study by Eyinaya (2015), who reported that violence is a
social ill and may occur for diverse reasons.

Furthermore, frequently suspending/ punishing same student aggravate violence in schools. Results
of findings on Table 1 showed glaringly what triggers/initiates parents school based violence. The
study showed that there is no correlation between responses of parents and acts of teachers,
meaning that the relationship between the responses of parents and acts of victimization was not
statistically related.
Conclusion
Teachers’ unfair treatment to students and frequent suspension of some students were
highlighted as causes of school-based violence as expressed by parents in South West Nigeria.
The responses of parents and acts of teachers’ victimization received a non-statistical
relationship and an extremely very weak correlation.

Acts of victimization commonly experienced by teachers ranged from name-calling to

vandalization of teachers’ properties. These negative acts of victimization specifically includes:
verbal-abuse, name-calling, verbal threat, ridiculing in front of other adults and publicly
challenging teachers.

The frequency of teachers’ experiences of school-based violence in an academic session from

parents and students is 2-3 times. This moreover, attests to the fact that the aggressors visited
the school premises at will to embarrass or intimidate teachers especially the female teachers
whenever there is crisis. There was confirmation that the teachers have gone through series of
direct challenges by parents.

Recommendations
Ministry of Education and other regulatory bodies in-charge of education should educate the
parents to desist from various acts of victimization of teachers, especially such that arise from
verbal abuse, name-calling, verbal threat, ridiculing in front of other adults and publicly
challenging teachers. Concerned authorities should attach some security personnel to schools
in a bid to discourage the frequent embarrassment and victimization of teachers by parents.

Educators should push for the enactment of specific laws that will help curb school violence
against teachers by parents and make it an offence punishable by the law.
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Manzoor, A. S. (2017). Violation of human rights in schools and its impacts on school going

children at secondary level. International Journal of Advanced Education and Research,

2(4),49-41.

Omokhodion, J.O., Nwokeocha, S., Pemede O. (2015), Sociology of Education, Nigerian

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