Violence Against Teachers
Why Does It Happen?
Didi Sukyadi, Elly Malihah, Achmad Hufad, Lingga Utami and Rengga Akbar Munggaran
Universitas Pendidikan Indonesia
Keywords: Violence, Teacher, Preventive Actions.
Abstract: Violence against teachers is a phenomenon of criminalization in the educational environment. School as a
formal institution is a means for students to gain knowledge and shape the character of students, and
teachers and students are an integral element in school. But the last few years there has been
disharmonization between teachers and students or teachers and parents. Several cases of violence against
teachers emerged. This study attempts to analyze factors causing violence against teachers and prevention
efforts to prevent this violence against teachers from happening again. The research method used is in-depth
interview, observation and focus group discussion. Participants of this study were Bandung city teachers
from elementary, junior high, high school and vocational high schools. The results show that the causes of
violence against teachers are due to communication errors and conceptual differences in enforcing rules.
Rules that emphasize corporal punishment rather than persuasive and educational punishment are perceived
as unacceptable violence by students and parents. Secondly, teachers do not understand their competencies,
especially the personal, social and professional aspects that cause students to abuse teachers.
1 INTRODUCTION
A school is one of the formal educational institutions
that is considered as the second home for a child to
form the expected personality. Indirectly the school
is regarded as a miniature of a community where the
institution is preparing a social function. Taking a
role in educating and building students’ characters
makes teachers and students as an integral element
(Vita, 2014).
Teachers and students as individuals, classroom
conditions, schools, communities, institutions, and
cultural contextual factors can lead to violence in the
educational environment (Espelage, Anderman,
Mcmahon, Reddy, and Reynolds, 2013). The
function of the teacher itself is not only a transfer of
knowledge, but also plays a role in the formation of
student personalities in both affective and
psychomotor domains. However, often teachers as
educators at school are ignored. Teachers play a role
only to meet the cognitive domain only, such as
teaching and giving tasks only to students while the
fulfillment of affective and psychomotor domains
for students tend to be ignored. The paradigm of the
school that is considered as a place to gain
knowledge and humanize human beings through the
learning process increasingly faded as seen teachers
and school staff just as "waiters" students. Ideal
conditions of formal educational institutions,
especially schools view that schools "must" provide,
meet, serve, and obey the "needs" of students,
without exception. The belief in teachers as parents
of students in schools also faded, along with the
decline of respect for teachers and schools in
educational institutions. Not a few parents are
sceptical of school authority and teachers as
educational facilitators. Therefore, it is necessary to
reconceptualise the authority of a teacher as an
educator as a meeting point in the meaning of the
educational process between teachers and parents
(Tzuo and Chen, 2011).
This declining confidence certainly has a major
impact on school institutions and teachers who
interact directly with students. When teachers are
not regarded as respectable, it becomes "natural"
when teachers are subjected to unpleasant treatment
from students as well as their parents. The credibility
of teachers as educators is increasingly collapsed by
sceptical views of educational institutions. There is
ambiguity in the beliefs of parents towards
educational institutions, entrusting their children to
Sukyadi, D., Malihah, E., Hufad, A., Utami, L. and Munggaran, R.
Violence Against Teachers - Why Does It Happen?.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 401-406
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
401

study in the right place, or entrusting their children
with "professional servants".
The emergence of violence in schools can be felt
because of the sim¤ (unequal) relationship pattern
between teachers and students, students and
teachers, and between students and students. This
violence occurs due to a lame power relation and
hegemony in which one party sees itself as superior
(Ulfah, 2013). When violence occurs in the school
environment by teachers to students, it is considered
to reduce the dignity and authority of teachers as
educators. Thus, it is considered a violation of the
Child Protection Act. On the contrary, if the
violence was done by the students to the teacher, it is
considered to be a failure in educating the students
themselves.
Can we then say that the teacher is "no longer"
regarded as someone worthy of respect and trust in
his actions? Can we say that teachers as educators
"more deserve" to receive violence and reporting
their actions to the police than to invite them to have
a discussion with parents. Have parents' belief in
educational institutions and teachers faded so that
teacher's education as a partner in educating children
in schools is increasingly scarce?
It should be noted that the increasingly
widespread criminalization of teachers occurs not
only cause psychological and physical
consequences. But the most important thing is that
the current form of respect for teachers is almost
gone. The increasing cases of violence in the world
of education are certainly the opposite of efforts to
promote the generation that can play a role in the
future. School is like a bridge in building the
individual itself. Thus, the criminalization of
teachers is certainly tarnished the purpose of
education itself. Both elements are considered as a
pattern that can indicate the potential toward a more
negative.
The number of cases of violence against teachers
reflects that our education is still in an anomalous
condition. Teachers must educate "professionally"
within "reasonable" limits (Idawati, 2014). Violence
can be in the forms of attitudes, behaviors,
intimidations that make other people (teachers)
suffer (Assegaf, 2004, Siregar, 2013), as well as
abuse of the profession experienced by a teacher. On
the one hand, while the authorities continue to
process these matters as criminal offense, this legal
process will become intimidation for the integrated
educators to enforce school rules to break the chain
of violence in education (Koesoema, 2015). The
violence experienced by teachers begins with the
actions of teachers who are "considered" as violence.
Both the child and the parent see the teacher doing
the inappropriate thing, resulting in the violence.
Therefore, it would be better if parents and teachers
have knowledge and understanding of the "limits" of
violence (Putri, A.M. and Santoso, 2012).
Another issue that makes cases of violence in
educational institutions results from the process or
activity of our education that is still far from human
values. Therefore, the urgency of humanization of
education made efforts to prepare a generation that
has reasoning, emotional, and spiritual intelligence,
rather than to create a passive human and unable to
overcome the problems faced (Assegaf, 2004).
2 METHODS
This study examines the analysis of causes of
teacher violence and efforts to improve the
professionalism of teachers themselves so that this
teacher violence incident did not happen. This
descriptive research used in-depth interviews,
observation and focus group discussion to analyze
factors causing violence against teachers. The
participants were 23 informants, i.e., teachers in the
city of Bandung from elementary school, junior high
school, high school and vocational high school level.
3 FACTORS CAUSING
VIOLENCE AGAINST
TEACHERS
The violence experienced by teachers is due to
communication errors and conceptual differences in
enforcing the rules. Rules that emphasize corporal
punishment rather than persuasive and educational
punishment are considered violent attempts. In this
case, Assegaf (2004) reveals that violence in
education arises due to the violation that is
accompanied by punishment, especially physical
punishment. If the sanction or punishment exceeds
the limit or does not comply with the violation
conditions, then there is what is called a violent act.
In addition, violence in education is not always
physical, but can be in the form of violations of the
code of conduct and school rules.
One of the factors causing this violence is the
incapacity and lack of understanding of the teachers’
competence, especially their personality and social
aspect. This personality competence is related to the
teacher's ethical code and the ethical concept of what
is good and bad to be done by the teacher as an
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educator. This means that teachers have not been
able to properly implement the code of ethics so that
the process of internalization of personality in
students is not perfectly performed. The second
competence relates to social competence which
refers to the relationship with the parents and the
students. A teacher who shows a closed attitude
makes parents think negatively and create distrust to
the educational institution. Parents and teachers
should reconceptualise the authority of teachers as
educators as a meeting point in the meaning of the
educational process itself (Tzuo and Chen, 2011).
As a solution to the phenomenon, teacher
competence should be improved. Teachers need to
know their duties and functions, and must be able to
keep up with changes and know the needs of the
students. Education strategy becomes an effort in
minimizing violence by building a positive image
and culture of peace as a preventive action against
the symptoms of violence itself. The first solution is
that the fulfillment of teacher competence ability
must be based on the code of ethics which become
the reference for the teacher to become an
exemplary figure in the life of society, nation and
state so as to stick to the principle of "ing ngarso
sung tulodho, ing madya mangun karso, tut wuri
handayani" (Aaron, 2016). The principle is
embodied in the understanding and practice of
teacher competence related to pedagogic
competence, personality competence, social
competence, and professional competence.
The second solution is the communication with
parents should be considered as an effort to
minimize violence against teachers. All forms of
child development and problems must be
communicated with parents openly to avoid
misconception. Koesoema (2015) considers the need
for good communication between educational
institutions and parents to foster parents' trust in
teachers in educating their children.
The third solution is the protection of teachers in
the form of law. When teachers impose penalties on
students, teachers are subject to violations of child
protection laws. In fact, teachers have their own
reasons when punishing students, and students
complain to parents who cause parents to anger and
violence. Koeseoma (2015) also reflects the solution
to handle this teacher violence by making a public
lesson about the law that protects the teacher
profession. The ongoing legal process must be
continued because every citizen has equal rights
before the law. The law must guarantee justice and
the truth of a case though this will bring our
educational situation to a dilemma.
4 SOME EFFORTS TO
STRENGTHEN TEACHERS’
PROFESSIONALISM
COMPETENCE
A teacher should also reflect the exemplary nature of
the student. Teacher competence is considered the
basis for teachers to support education. The
competencies are a set of knowledge, behaviors and
skills to achieve the learning objectives. According
to Law No.14 of 2005 on Teachers and Lecturers
Article 1 Paragraph 10, it says "Competence is a set
of knowledge, skills, and behavior that must be
possessed, lived and mastered by teachers or
lecturers in performing professional duties".
As a professional educator, teachers have the task
of educating, teaching, guiding, directing, training,
assessing and evaluating students with the
knowledge and skills they have in the learning
process. Therefore, as a competent teacher must be
able to understand and apply four highly desired
competencies in order to improve the quality of
education.
4.1 Personality Competence
Teachers should be nice because teachers are role
models of their students in acting. Teachers must
possess advanced knowledge and must possess the
proper personality to set an example for their
students. This is in line with the opinion of
Fachrunnisa (2016) which describes the role of the
teacher as a figure who has a great responsibility that
can be imitated and modeled for his students.
Personality competence becomes the basis for
teachers to determine their attitudes to their students.
In the National Education Standards, the explanation
of Article 28 paragraph (3) point b it is stated that
personality competence is a steady, stable, mature,
wise personality, and authoritative, be an example
for learners, and have a noble character. Teachers
are regarded as substitute parent in the school
environment that guides the students to develop
characters. Teachers not only act as agents of change
in the cognitive domain but affective and
psychomotor spheres as well.
The learning process needs to instill discipline,
which means to be able to be assertive. This attitude
is one example that can be imitated by students in
order to discipline and spirit in learning. It is also an
attempt to be a good example for his students. For
example, the use of good language and showing
mutual respect and respect between teachers and
Violence Against Teachers - Why Does It Happen?
403

students can be an example for students. In line with
the disclosed Jailani (2014), professional teachers
should be able to internalize the positive values to
their students so as to shape the character of students
to become a better person and quality. The values of
personality related to the concept of character need
to be internalized by the teacher to the students
positively during the learning process takes place.
Character education is a priority in the 2013
curriculum.
This personality competence certainly refers to
the code of ethics of teachers, especially in terms of
professionalism. Teachers who have a professional
attitude will certainly be role models for their
students and as stated in the National Education
Ministerial Regulation No.6 of 2007 on Teachers
Qualification and Competency Standards. One
indicator of the success of personality competence is
the teacher must uphold the code of ethics of his
profession. The teacher's code of ethics is a
reference for teachers to be an exemplary figure in
the life of society, nation and state so as to stick to
the principle of "ing ngarso sung tulodho, ing madya
mangun karso, tut wuri handayani" (Harun, 2016).
The principle is manifested in the understanding and
practice of teacher competence itself.
4.2 Social Competence
To maintain a relationship between teachers and
students and parents, good interaction is necessary.
In communicating with parents, teachers should be
open by telling how the learning process of students
and sharing students' problems during school.
Currently the pattern of interaction with parents has
been facilitated social media. Parents can know
every form of school activity through social media
that is shared by the school. This can foster parents'
trust in the school. This is in line with Tzuo and
Chen (2011) who mentions that teachers have the
authority as educators to provide understanding of
the educational process to parents. The same
perception between teachers and parents through
intense communication fosters understanding that
education in the family is as important as education
in schools.
Communication with students is also required by
teachers so that teachers can understand the
character of their students. The individual
characteristics of each child are necessary to
understand the pattern of schooling.
A teacher who has social competence needs to
give motivation and appreciation to his students to
increase the spirit in learning. This creates a sense of
sympathy and care for students in the community so
that positive values can be well internalized. This is
in line with Hajaroh (2008) which reveals that
education as "Promote respect for self and other"
means that education must be able to integrate
positive values. By giving direction to students and
linking each learning with moral message makes the
student's behavior change so that character education
takes place in the learning process.
A teacher's social competence is related to the
teacher's ability to communicate and interact
effectively and efficiently with learners, fellow
teachers, parents / guardians, and the community. In
the National Education Standards, Article 28
paragraph (3) point d it is stated that the meaning of
social competence is the ability of teachers as part of
the community to communicate and get along
effectively with learners, fellow educators, education
personnel, parents or guardians of learners, and local
communities.
A teacher's social skills are reflected in the
teacher's approach to parents and students as a
preventive effort to minimize all the problems faced
by their students. For example, if there are students
who skip school, teachers need to take a more in-
depth approach asking why students skipped as a
preventive measure. It can make students
comfortable and more confident in teachers.
Teachers can communicate their efforts to parents so
that parents can help solve problems together. The
trust between students and parents towards teachers
is strengthened by the communication in running the
process of education for children in the school
environment. Teachers who have the ability to
communicate with parents of students well will
cause good social relationships in the community
(Sakti, 2016). Urgency of communication related to
the development of children in school also proposed
by Koesoema (2015), namely, the need for good
communication between educational institutions and
parents, so that the understanding of the duties and
professions of an educator. It is also a preventive
effort to minimize communication failure between
parents and the school so that the education of
children entrusted to educational institutions can run
well.
4.3 Professional Competence
Teachers must be able to manage learning in
accordance with what has been planned in the lesson
plan. In learning, the material is always analogous to
the experiences and phenomena that exist in society
to make students understand. In addition, the
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404

assessment is not only the knowledge aspect but the
attitude and skills aspects of the students. Teachers
become a means for the formation of values,
knowledge, and skills so that will form the expected
personality (Gunawan, 2010).
Teachers 'knowledge tends to provide direction
for critical and analytical thinking students in luring
students' knowledge. Teachers should evaluate the
extent to which students understand. Teachers who
have professional competence should understand the
subject area of study. In the process of developing
professional skills, teachers are facilitated in training
to improve their professional skills. More
importantly, teachers are advised to be up to date in
the development of creative and innovative materials
to develop high order thinking skills in students.
Suparno (2004) revealed that professional teachers
are required to learn continuously. Professional
ability refers to the mastery of extensive in-depth
subject matter. In the National Standard of
Education, Article 28 paragraph (3) point c, it is
argued that the meaning of professional competence
is the ability of mastery of learning materials widely
and deeply which enables to guide learners to meet
the competence standards set out in the National
Education Standards.
4.4 Pedagogical Competence
Individual characteristics that characterize every
child form the basis of the pattern of schooling.
Teachers are obliged to provide facilities for child
development and guide children according to their
own character (Solihin, 2004). Every child is
"different", and that difference is a unique thing,
which distinguishes them from other children
(Schofield, 2010). They should not be equated with
one another, but they should be given equal
treatment. This means that teachers must be able to
meet the aspect of pedagogical ability in accordance
with the potential of the students themselves in the
management of learning in the classroom.
In the National Standards of Education, Article
28 paragraph (3) point a it is suggested that
pedagogical competence is the ability to manage the
learning of learners which includes understanding of
learners, design and implementation of learning,
evaluation of learning outcomes, and development
of learners to actualize the potentials they have.
Teachers are considered to master pedagogical
competence if the teacher is able to master the
characteristics of students in physical, moral,
spiritual, social, cultural, emotional, and intellectual
aspects. Therefore, the organization of learning
needs to develop the potential of students to
actualize what they have and poured in the learning
in the classroom.
5 CONCLUSIONS
There are several causes of violence against
teachers. First, it is the existence of communication
errors and conceptual differences in enforcing rules
that emphasize corporal punishment rather than
persuasive punishment. Secondly, it is related to the
existence of a parent complaint that expressed the
parent's belief in the education that his child got in
school is getting weaker. Third, it is the
incompetence that teachers must implement,
especially the personal, social and professional
aspects that cause students to abuse teachers.
Teacher competence is the main thing that the
teacher base in teaching. These competencies
include pedagogical, professional, personality and
social competence. Facts on the ground show that
teachers understand these four competencies.
However, they perform different implementations.
Pedagogical competence refers to how teachers
pedagogically understand the management of
learning from the design stage, the implementation
of learning, evaluation of learning outcomes, and the
development of learners to actualize various
potentials. Professional proficiency refers to the
mastery of extensive in-depth subject matter in order
to be properly implemented during the learning
process through creative and innovative application.
Personality skills refer to how teachers should best
serve the students. This service can be a guidance to
hone their students' knowledge. At the time of
providing service, the teacher must be a good
example as an example of his students. Meanwhile,
social ability refers to the process of interaction
conducted by teachers both with students and
parents. If teachers are able to interact well with
students and parents, a good effect will emerge. One
of them is the teacher can inform the development
and problems of students to parents. With this form
of communication, parents' trust in educational
institutions will grow.
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