Psychological Impacts of Workplace Harassment Among the TVET College Employees in Gauteng South Africa.

Psychological Impacts of Workplace Harassment Among the TVET College Employees in Gauteng South Africa.

Debra Mantsimane Malete

Great Zimbabwe University, Pretoria South Africa

DOI: https://dx.doi.org/10.47772/IJRISS.2025.917PSY0010

Received: 02 February 2025; Accepted: 11 February 2025; Published: 13 March 2025

ABSTRACT

Workplace harassment is not only a South African issue but a global problem, affecting many people in different countries and cultures. Workplace Harassment can be described as unwanted or unwelcoming behaviour, from an individual likely in higher position abusing his power to undermine, humiliates, or causes physical or emotional harm to someone. The study intents to reflect on the impact of workplace harassment particularly on the psychological aspect, of individual’s being affected. The study was conducted in South Africa, Gauteng Province, targeting the employees of Technical Vocational Education and Training (TVET) College. Participants were ranging from 20-60 years of age and 100% TVET employees within Gauteng Province. The data was collected using a mixed method survey questionnaire formatted in a google form. The questionnaire used includes both closed-ended questions and exploratory questions, and thematic data analysis was used. The surveys questionnaires were sent to individual participants through their emails. The surveys questionnaires were sent to individual participants through their emails. The findings of the study are similar to some other research articles conducted in Higher Institutions such Universities, excluding the TVET Colleges. Workplace harassment is noted to be undeniable cause of negative psychological issues in work environment, and to the effect that exposure to chronic workplace harassment is associated with long-term psychological effects or distresses such as anxiety disorders, depression and posttraumatic stress disorders.

Key words: workplace harassment, TVET employees, South Africa

INTRODUCTION

Workplace harassment is a global phenomenon, with most countries facing similar issues as identified by the International Labour Organization (ILO). The impact of workplace harassment extends beyond the workplace, affecting individuals’ lives, their right to dignity, health, and wellbeing. In 2021, approximately 22.8% of the global workforce (743 million people) experienced violence and harassment at work, including physical, psychological, or sexual abuse over their careers (ILO & LRF, 2022).

A study by Smit (2021) found that workplace harassment not only includes physical harm but also leads to cognitive, emotional, social, and psychological consequences. Victims may experience disbelief, threats to personal integrity, anger, sadness, insecurity, damaged social identity, anxiety, irritability, and, in severe cases, post-traumatic stress disorder (PTSD). Among different types of workplace harassment, psychological violence is the most prevalent among both men and women. The ILO and Lloyd’s Register Foundation, (ILO & LRF, 2022) describe psychological violence as insults, threats, bullying, or intimidation, affecting 17.9% of workers globally (approximately 583 million people).

South Africa, with its history of racial and gender-based inequalities, continues to grapple with workplace harassment. During apartheid era, both Black men and women faced oppression, but women experienced a double burden due to gender discrimination. Even in the post-apartheid, workplace harassment remains a significant concern across all racial and gender groups (Smit, 2021). Additionally, South Africa has one of the highest violent crime rates globally, further exacerbating workplace harassment issues.

Workplace harassment contributes to serious psychological and physical health issues, including anxiety, sleep disorders, depression, and suicidal tendencies (Michailidou & Mavromoustaki, 2023). In South Africa, 9.7% of the adult population is diagnosed with lifetime depressive disorder, with 90% of those diagnosed reporting role impairment (De Jesus & O’Neil, 2024).

To address this issue, the South African government introduced the “Code of Good Practice on the Prevention and Elimination of Harassment in the Workplace” (2022). Negative leadership behaviours, such as abusive supervision, are linked to employee exhaustion, job dissatisfaction, physical symptoms, intention to quit, and poor performance (De Jesus & O’Neil, 2024).

Furthermore, chronic workplace harassment is associated with long-term psychological distress and increased alcohol misuse (Rospenda et al., 2023).

Given the severe and lasting impacts of workplace harassment, it is imperative for employers to implement effective policies, legal protections, and workplace procedures to safeguard employees. Recognizing that workplace violence and harassment violate human rights and threaten equal opportunities, the ILO (2019) emphasizes that such behaviours are unacceptable and incompatible with decent work.

Research Question

1. What are the effects of workplace harassment among the TVET College employees in Gauteng Province and how it affects the psychological wellbeing of the employees.
2. What specific intervention strategies can be developed to mitigate workplace harassment.

METHODOLOGY

Research methodology refers to the kind of procedures and tools used to collect the data, mainly by focusing on the research approach, design, sampling strategy, research instruments used as well as the research procedure followed.

Research Design

The study was conducted using a combination of qualitative and quantitative research. Mixed-Methods approach requires not only the skills of the individual quantitative and qualitative methods but also a skill set to bring two methods/datasets/findings together in the most appropriate way. (Wasti et al., 2022). Mixed-method research design is a perfect fit to construct a unique research situation and questions. Survey research questionnaire gives an opportunity to collect data that needs the opinion of others, behaviour, experiences and characteristics by asking individuals directly. (Schoone boom & Johnson, 2017).

Research Population

Defining the population is a critical step in research design as it sets the boundaries and scope of the study’s  findings. (Ahmad et al., 2023). The population of the study consisted of TVET College employees, including both lecturers (academic staff) and support (administrative) staff.  The study targeted mainly the TVET College employees in Gauteng Province, South Africa. The target population represents a set of the larger population that meets specific criteria or characteristics. (Willie,2023)

The specific age range of the participants was from 20-60 years and the study was open to only participants employed by public TVET Colleges in Gauteng. The set of categories of participant were Lecturers Post level 01 and 02 and Support Staff or Administrative Staff, ranging from Chief Administrative clerk to Middle Management. The participants consisted of the following race and gender, 4 Black males, 2 White females and 10 Black females. The population of the research consisted of the TVET employees of Higher Education and Training, South Africa.

Sampling and Sampling Size

The main function of a sample is to allow researchers to study a subset of individuals from the population so that the results of their study can be used to derive conclusions that will apply to the entire population. (Smeets & Manley, 2023). A simple random sampling technique was used to select a sample of 16 participants. Participants were easily accessible as they belonged to a common group and geographical area.

A representative sample accurately mirrors the characteristics and diversity of the entire population being studied, enabling researchers to draw meaningful conclusions that can be applied to a broader context. (Ahmad et al., 2023) Random sampling is a technique in which each member of a population has an equal chance of being chosen, through the use of an unbiased selection method. A list of population members was created, ensuring each member had an equal chance of selection. Each was assigned a unique number, and a subset of the population was chosen using a random number table. Random sampling was drawn from an existing employee list.

Data Collection

Data was collected using a mixed-methods survey questionnaire formatted in a Google Form. The questionnaire used included both open-ended (exploratory) questions and standardized closed-ended items. Participants received a set of questionnaires via Google Forms, sent through their emails. Participants responded to the questions and submitted their responses via Google Forms. The first question was accurately to determine if the participant was an employee of the public TVET College, which is a confirmation of the right data collection. It is very crucial that the researchers use instruments that are reliable and valid for the population and purpose for which they will be used. For disclosure of facts to become data, the instruments used must be of good quality in the sense of being valid and reliable so that the data obtained will be in accordance with the facts or circumstances. (Salmia, 2023).

The questionnaires were forwarded to the participants through their private emails. The participants were given a time frame of seven working days to revert back. All the questions were in English as a medium of instruction at work. The responses were received back from the participants using one email of the principal researcher.

Research Procedure

The study used random sampling to ensure that participants were chosen fairly and without bias. The most crucial aspect of participant safety and identity protection was addressed. A confidentiality clause was included on the first page of the research questionnaire, and the right to withdraw from the study was emphasized. The clause was formulated to assure participants that no personal details, such as names, addresses, or contact information (including email addresses), were required for this study. Participants were assured that the information from the study would not be shared with any third parties and that only the principal researcher would have access to the responses.  Participants were given seven days to respond, with follow-up reminders sent via Google Forms

Survey questionnaires

The study used survey questionnaire which was formulated to be a mixture of both Open-ended questions, providing the participants with a space to explore their feelings, experiences and opinions. Survey questionnaires were populated in a google form using Yes or No answers and a box to write explanation. The first question was designed to confirm

whether the participant was an employee of a public TVET College, ensuring that only relevant data was collected. Types of questions in the google, “Are you an employee of higher institution in Gauteng Province. “Have you experienced or was a victim of harassment at workplace. Have you experienced or being diagnosed with any psychological/mental conditions related as a result of workplace harassment? if yes, tick the below psychological/mental condition that has affected you? Did you receive proper and effective intervention from the employer? If “yes” What intervention mechanisms were provided to you after reporting, Explain.

Closed-ended questions are restricting the participants to a limited set of possible answers like yes or no. The use of survey questionnaires is recommendable, cost-effectiveness, easily accessible and has the ability to reach participants in different desired way. The online survey gave the respondents an increased sense of anonymity, which made them willing to share their experiences and private stories. (Wylegley, 2020).

Data Analysis and Interpretation.

Thematic data analysis was employed with coding systems to highlight the key interests of the study. Thematic data analysis is a flexible method that helps researchers understand people’s views, opinions, knowledge, and experiences on a topic. The codes were applied manually and the interpretation of the open-ended responses were somewhat a slightly a bit of challenge due to a lot of personal emotions.

The following table illustrates the thematic data from the survey questionnaires:

Ethical Consideration

Permission was granted by relevant authority under Great Zimbabwe University Ethics Committee to commence with the study. The right to privacy and confidentiality was conveyed to the participant, as well as the right to withdrawal from the study at any stage was made known to the participants.

Results and Discussion.

The purpose of the study was investigating the effects of work place harassment amongst the TVET College employees in Gauteng Region, and how it affects the psychological wellbeing of the employees.

The effect of workplace harassment

The final analysis of the study revealed that 90% of participants (14 participants) reported having been victims of workplace harassment. The majority of these participants indicated that they developed psychological-related illnesses after their exposure to workplace harassment. Further to that effect, the participants confirmed that subsequent to exposure to workplace harassment, they developed psychological related illnesses. The participants reported to have experienced mental illnesses such, posttraumatic stress disorder (PTSD), anxiety disorder, and major depressive disorders.

The latter is correlating with the study of (Ngwane, 2018). workplace harassment exists at the selected Higher Education Institutions, 55% of the responded have been victims of workplace harassment.

The psychological effect of workplace harassment

The study found that 81% of participants were diagnosed by a professional psychologist with mental health conditions related to workplace harassment. Further breakdown of these results included:

35% still experiencing psychological issues as a result of workplace harassment.

28% reported no longer experiencing psychological issues after receiving treatment.

16% indicated long-term effects of mental illness.

These findings align with those reported by Ngwane (2018), who identified common psychological and health effects such as depression, anxiety, and PTSD among victims of workplace harassment. Shahid & Farooq (2020), confirms the view that workplace harassment has a positive relationship with psychological distress.

Analysis of the research finding as correlating to the others, indicate that workplace harassment is a contributory factor to the psychological impacts of TVET College Employees. It is vital important that internal workplace harassment policies must be formulated and effectively implemented to curb more harm.

CONCLUSION

According to the different research articles, emphasis is based on the impact of workplace harassment and less is being indicated about the improvement or solutions to the problem especially in South Africa.

South Africa has a strong legislative framework aimed at protecting citizens against various forms of violence, harassment, and discrimination, including the Employment Equity Act 55 of1998 (EEA), which classifies harassment, including sexual harassment, as a form of unfair discrimination based on grounds such as race, gender, sex, sexual orientation, or ethnic origin. While the Code of Good Practice on the Prevention and Elimination of Harassment in the Workplace (2022) offers guidance for employers on policy formulation and procedures, it is not legally binding, and enforcement relies heavily on the Commission for Conciliation Mediation and Arbitration (CCMA). However, the legal process is often slow, frustrating, and costly, and in many cases, employees, demoralized by the lengthy procedures, ultimately decide to resign from their positions. This highlights a significant gap in the effectiveness of legal protections against workplace harassment.

While South Africa is recognized for having one of the best legislative frameworks, some other countries have made greater strides in implementing binding measures and more robust enforcement mechanisms to prevent workplace harassment, ensuring a quicker, more supportive response for victims.

RECOMMENDATION

It is recommended that TVET colleges develop and implement binding internal harassment policies that specifically address the prevention and management of workplace harassment. These policies should be coupled with effective enforcement measures, clear reporting channels, and prompt intervention strategies to ensure a safe working environment for all employees.

Limitations Of the Study

Limited access to data as the research relied on the availability of the participants as some were hesitant to participate participants. The aspect of territorial scope is viewed as another aspect of limitation. The study was specifically conducted in Gauteng Province, South Africa not inclusive of all Public TVET Colleges across the country. The results obtain in Gauteng province might not be conclusive to represent all the TVET Colleges in South Africa.

Small sample size is another aspect that is identified and acknowledged as a limitation, as in comparison with the larger or bigger sample size. Bigger sample size has a much greater potential to increased accuracy of results, better representation of the population, and greater confidence in research findings.

Further Research

There is a great need for future research to explore the long-term effects of workplace harassment and recommendation on how to remedy the defects. Similar researches were conducted; however, all were based the Higher Institutions, specifically Universities and University of Technology. TVET Colleges forms part of the Higher Education and Training, same as Universities and University of Technologies.

REFERENCE

1. Ahmad, N., Astifar Alias, F., & Abdul Razak, A. (2023). UNDERSTANDING POPULATION AND SAMPLE IN RESEARCH: KEY CONCEPTS FOR VALID CONCLUSIONS. In EMBRACE E- LEARNING DIVERSITY FOR FUTURE INNOVATION TRENDS (Vol. 6, Pp. 19–24).
2. Aquino, K., & Thaub, S. (2009). Workplace victimization: Aggression from the target’s perspective. Annual Review of Psychology. https://doi.org/10.1146/annurev.psych.60.110707.163703.
3. Arias-Gómez, J., Villasís-Keever, M. Á., & Miranda-Novales, M. G. (2016). The research protocol III. Study population. Revista Alergia Mexico, 63(2), 201–206. https://doi.org/10.29262/ram.v63i2.181
4. Asper, P., & Corte, U. (2019). What is Qualitative in Qualitative Research. Online, 42(2): 139–160. 2019 Feb 27. doi: 10.1007/s11133-019-9413-7.
5. Azmat, S., Rashidn, J., & Taj, Z. (2023). A Study to find the Association between Workplace Bullying and its Effecting on Job Performance among University Teachers of Punjab. Pakistan Journal of Social Research, 05(02), 54–61. https://doi.org/10.52567/pjsr.v5i02.1167.
6. Badenhorst, M., & Botha, D. (2022). Workplace bullying in a South African higher education institution: Academic and support staff experiences. SA Journal of Human Resource Management, 20. https://doi.org/10.4102/sajhrm.v20i0.1909.
7. Cunniff, L., & Mostert, K. (2012). Prevalence of workplace bullying of South African employees. SA Journal of Human Resource Management, 10(3). https://doi.org/10.4102/sajhrm.v10i1.450.
8. Calitz, K. (2022). Bullying in the Workplace: The Plight of South African Employees. PER / PELJ 2022(25) – DOI http://dx.doi.org/10.17159/1727-3781/2022/v25i0a12829.
9. De Jesus, K., & O’Neil, S. (2024). A supervisor perspective on mental illness in the South African workspace. SA Journal of Human Resource Management, 22. https://doi.org/10.4102/sajhrm.v22i0.2237.
10. Guimarães, C. A., Cançado, V. L., & Lima, R. de J. C. (2016). Workplace moral harassment and its consequences: A case study in a federal higher education institution. Journal of Administration, 151–164. https://doi.org/10.5700/rausp1231.
11. Herreid, C. F., homme-Genereux, A. P., Wright, C., Schiller, N., & Herreid, K. F. (2021). Survey Of Case Study Users During Pandemic Shift to Remote Instruction. Advances in Physiology Education, 45(3), 620–625. https://doi.org/10.1152/ADVAN.00046.2021.
12. Henning, M.A., Zhou, C., Adams, P. et al.Workplace harassment among staff in higher education: a systematic review. Asia Pacific Educ. Rev. 18, 521–539 (2017). https://doi.org/10.1007/s12564-017-9499-0.
13. International Labour Organization (2019). Violence and Harassment Convention, https://normlex.ilo.org › dyn › normlex › p=NORMLEXP.
14. International Labour Organization and Lloyd’s Register Foundation. (2022). Experiences of Violence and Harassment at Work: A Global First Survey. https://doi.org/10.54294/IOAX8567. ISBN 9789220384923.
15. Kubjana, L.L. (2020). Understanding the Law on Sexual Harassment in the Workplace (through a Case Law Lens): A Classic Fool’s Errand. Obiter, 41(1), 88–105. https://doi.org/10.17159/obiter.v41i1.10550
16. Langeveldt, D. C. (2023). Legal Remedies for Teachers as Victims of Workplace Bullying in South Africa. Research in Educational Policy and Management, 5(2), 109–123. https://doi.org/10.46303/repam.2023.12.
17. Liaqat, HS. Waqas, MM. Hina, S., Mahmoon, E. (2024) Workplace Bullying and Depression, Mediating Role of Insomnia Among Employees. DOI: http://doi.org/10.61919/jhrr.v4i2.832.
18. 97 disorders: the moderating role of gender. Current Issues in Personality Psychology. https://doi.org/10.5114/cipp/170212.
19. Mcdonald, P. (2012). Workplace Sexual Harassment 30 Years on: A Review of the Literature. International Journal of Management Reviews. https://doi.org/10.1111/j.1468-2370.2011.00300.x
20. Mangolothi, B., & Pelisa Mnguni, P. (2022). Workplace Bullying and Its Implications for Gender Transformation in the South African Higher Education Sector. International Journal of Critical Diversity Studies, 4(2). https://doi.org/10.13169/intecritdivestud.4.2.0061.
21. Michailidou, E., M., & Mavromoustaki, O. (2023). Workplace Harassment and Bullying. International Journal of Advances in Engineering and Management (IJAEM https://www.researchgate.net/publication/371935463.
22. Mitra, S. K., & Pathak, P. K. (2007). The Nature of Simple Random Sampling. The Annals of Statistics, 12(4). https://doi.org/10.1214/aos/1176346810.
23. Mokgolo, M.M., & Chigo, E.M. (2024). Exploring a framework to manage bullying in South African academia: Human resources perspective. SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 50(0), a2129. https://doi. org/10.4102/sajip.v50i0.2129.
24. Ngwane, k., S. (2018). Workplace Harassment and It’s Impact on Staff Performance: A Case Study of A South African Higher Education Institution. Journal of Management and Administration JMA, (2), 163–189.
25. Paudel, M., & Khanal, P. (2023). Perceptions and Legal Outlooks on Workplace Sexual Harassment in Global Setting: A Review Based Study. Historical Journal, 14(1), 69–79. https://doi.org/10.3126/hj. v14i1.52961.
26. Rospenda, K,.M, Richman,. J.A, McGinley,. M, Moilanen., K.L, Lin,. T, Johnson,. T.P, Cloninge,. L, Shannon,. C.A, Hopkins, T. (2023). Effects of Chronic Workplace Harassment on Mental Health and Alcohol Misuse: A Long-term Follow-up. BMC Public Health. 2023 Jul 26;23(1):1430. doi: 10.1186/s12889-023-16219-0. PMID: 37495970; PMCID: PMC10373226.
27. Salmia, S. S. (2023). DEVELOPMENT OF QUALITY INSTRUMENTS AND DATA COLLECTION TECHNIQUES. Journal Pendidikan Dan Pengajaran Guru Sekolah Dasar (JPPGuseda), 6(1), 119–124. https://doi.org/10.55215/jppguseda.v6i1.7527.
28. Shahid, S., & Farooq, Z. (2020). Workplace harassment, work overload, and psychological distress in female police officers. Pakistan Journal of Psychological Research, 35(1), 141–161. https://doi.org/10.33824/PJPR.2020.35.1.9.
29. Schoone boom, J., & Johnson, R. B. (2017). How to Construct a Mixed Methods Research Design. KZfSS Kölner Zeitschrift Für Soziologie Und Sociopsychology, 69(S2), 107–131. https://doi.org/10.1007/s11577-017-0454-1.
30. Shukla, S. (2020). Concept of population and sample. How to Write a Research Paper, (June), 1–6. Retrieved fromhttps://www.researchgate.net/publication/346426707.
31. Smeets, W., & Manley, M. (2023). Research Population. In Spiritual Care in a Hospital Setting(pp. 229–231). BRILL. https://doi.org/10.1163/9789047409861_014.
32. Smit, D. M. (2021). The double punch of workplace bullying/harassment leading to depression: legal and other measures to help South African employers ward off a fatal blow. Law, Democracy and Development, 25. https://doi.org/10.17159/2077-4907/2021/ldd.v25.2.
33. Smit, D., & Du Plessis, V. (2012). Sexual Harassment in the Education Sector. Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad, 14(6). https://doi.org/10.4314/pelj.v14i6.6
34. Stratton, S. J. (2021). Population Research: Convenience Sampling Strategies. Prehospital and Disaster Cambridge University Press. https://doi.org/10.1017/S1049023X21000649.
35. Thomas, L. (2022). Simple Random Sampling | Definition, steps & Examples. Journal of Physics A: Mathematical and Theoretical. Retrieved from https://www.researchgate.net/publication/ 269107473_What_is_governance/link/548173090cf22525dcb61443/download%0Ahttp://www.econ.upf.edu/~reynal/Civil
36. Wasti, S. P., Simkhada, P., van Teijlingen, E., Sathian, B., & Banerjee, I. (2022). The Growing Importance of Mixed-Methods Research in Health. Nepal Journal of Epidemiology, 12(1), 1175–1178. https://doi.org/10.3126/nje.v12i1.43633.
37. Willie, M. M. (2023). Distinguishing Between Population and Target Population: A Mini Review. Surgery Research Journal, 3(2). https://doi.org/10.33425/2768-0428.1027.
38. World Health Organization. (2021). Comprehensive Mental Health Action Plan 2013–2030. http://www.who.int/teams/mental-health-and-substance-use.
39. Wylęgły, K. (2020). The usage of an online survey questionnaire to study the phenomenon of student prostitution. E-Methodology, 6(6), 37–43. https://doi.org/10.15503/emet2019.37.43