Bullying is defined as a repeated, intentional behavior in which an individual or group attempts to harm, intimidate or exert power over someone who is unable to defend themselves. The detrimental effects of victimization on faculty mental health have received less attention. Internationally, there is a growing awareness of the victimization of educators by students and how it affects their overall well-being, concluding that teacher victimization is not an insignificant issue and has far-reaching consequences for both teachers and their students. However, despite recent attention to school victimization, school climate, and teacher well-being, there are significant gaps in our understanding, particularly with regard to how student-teacher victimization occurs in low- and middle-income countries like Pakistan. Researchers have also noted that teacher victimization remains an under-researched area that requires immediate attention. Furthermore, studies on teacher victimization in the context of Pakistan have primarily focused on workplace bullying by colleagues or superiors.
However, to the best of the researchers’ knowledge, antisocial behaviors by students towards teachers remain an unexplored area. Victimization of teachers is influenced by a number of factors, as highlighted by various research studies. Teachers’ personal characteristics play an important role, such as gender – especially female teachers – advanced degrees coupled with limited experience, or a racial or ethnic background different from that of their students. In addition, school location and climate have a significant impact on teacher victimization. Schools with less authoritative leadership, negative psychosocial climate, inadequate administrative support, report higher rates of teacher victimization. Schools that fail to protect teachers from victimization are unlikely to create positive and supportive learning environments for both teachers and students. Research also shows that teachers feel demoralized, discouraged, and drained due to the persistent and repetitive nature of bullying. Frequency of Teacher Victimization.
According to a study citing the frequency data, only 7 teachers (1.5%) out of 454 enrolled teachers reported never witnessing or experiencing teacher victimization. The study also revealed that approximately one in four teachers (N = 110, 24%) reported being victimized by students. In addition, 63 (13.9%) teachers witnessed other teachers being victimized, while 81 (17.8%) received information from teachers who had been victimized and shared their experiences with them. When teachers experience victimization, they may be more likely to leave their current school or even the teaching profession. This can lead to increased fear, anxiety, and a sense of disengagement, which can negatively impact the quality of instruction, teacher motivation, and relationships with students. School violence affects not only teachers and the school itself, but also the entire school community. Therefore, it is imperative to prioritize the well-being and mental health of teachers and support their continued commitment to the teaching profession. Pakistan, like many other (developing) countries, is currently facing an education crisis and a shortage of motivated and skilled teachers. Failure to address teacher victimization and prevent further attrition from the profession could exacerbate educational challenges and negatively impact the functioning of the education system. One of the main reasons for the increase in antisocial behavior among students is the rise in moral disengagement, along with a lack of accountability, guilt or shame when engaging in such behavior, even towards elders or teachers. In Pakistani society, bullying as a means of demonstrating power and superiority has historical and cultural roots that have been passed down through generations. These practices are often transmitted, intentionally or unintentionally, from adults to their children, as emphasized by social cognitive theory. Public schools in Pakistan provide free education to all students regardless of their academic background, ethnicity, religion, or socioeconomic status. However, many parents prefer to send their children to private schools, which are often perceived to offer a higher quality of education. Private schools, which charge tuition, enrollment, and other maintenance fees, often provide a higher standard of education. These schools can be run by individuals, NGOs, or volunteer groups, and are often supported by donors. Semi-private schools combine elements of the public and private systems, receiving funding from both the government and private sources such as tuition fees, donations, and grants. Pakistan has a large network of educational institutions, including about 182,600 primary schools, 46,800 middle schools, 34,800 secondary schools, 7,648 higher secondary/intermediate colleges, and 3,729 technical and vocational institutes.
Pakistan also has a large higher education system with over 200 universities that serve a population of more than 445,000 graduates annually. The Higher Education Commission (HEC) is the main body that oversees these institutions, which are a mix of public, private, and military universities.
There is no single, precise figure available, but a 2021-22 report by the World Bank and Academy of Education Planning and Management (AEPAM) indicates that female teachers comprised a significant portion of Pakistan’s 2.1 million public primary and secondary school teachers. While figures vary by region, with urban areas having higher percentages of female teachers than rural areas, the data points to the substantial presence of female educators in the public system.
There are approximately 69,600 university teachers in Pakistan, as reported by the Finance Division, Government of Pakistan for the 2021-22 academic year. This figure includes teachers from both public and private universities. 39.7 % are female teachers out of these 69600 , which means a total of 27631 ( approximately ) female university teachers are there as per this data of 2021-22.
I don’t say every female teacher is suffering from bullying & harassment. But a significant numbers suffer silently from bullying & harassment, by not only their peers, seniors but also in the hands of their students. The issue never comes on surface except for few isolated reported cases.
The gravity, sensitivity & depth is not that simple, owing to our largely prevalent social taboos & certain constraints of our self- proclaimed honor system. There is also a contributing factor by the owners of highly reputed & most expensive private schools chain. The highly influential management always tries to hide such issues just to save the reputation of their schools, pressures from the most powerful parents (belonging to elite class). This is the result of power imbalance (a widely prevalent norm of our society).
As a result, a female teacher is always snubbed & made silent, leaving her behind with marked emotional, mental & spiritual scars for the rest of their lives; but who one cares. It is happening widely across the country. It is a marked under-rated & under-reported tormenting issue. The teachers come to teach students, not to be tormented in the hands of students, powerful school & university management & elites. But we are producing despite having so large an educational network??? Threatened, anxious, emotionally distressed & sometimes highly depressed female teachers. Who not only cannot perform as per their optimal teaching capacity but also suffer badly in their personal lives.
On the other hand, what one can expect from such students who impart their power over teachers & get away from their crimes in most of the cases.
This hidden fact needs to be brought on surface by conducting large scale research & the emotional & mental wellbeing of these bullied female teachers must be preserved not only to provide our society with satisfied skilled teachers but it will also prevent producing thousands of depressed & nonfunctional citizens of our society.
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