Onoriode Collins Potokri, Sulaimon Adewale, Tunji Onakoya, and Trevor Zwane A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa Abstract: South Africa is a highly ranked country with regard to violence against women. Similar to their male counterparts, female teachers in South Africa must navigate the complexities of teaching in environments characterised by social unrest, crime, and instability. This systematic review was conducted to determine how safe female teachers are in their workplaces, specifically by analysing the challenges experienced by female teachers in these volatile areas and their impacts on well-being and productivity. The systematic literature review method was adopted, and the PRISMA flow chart was used to conduct an extensive search on four databases, namely Google Scholar (n = 52), Scopus (n = 11), Teacher Reference Center (n = 55), and Taylor and Francis (n = 123), for data generation and analysis. A total of 241 articles were identified before applying exclusion and inclusion criteria. The Mixed Methods Appraisal Tool (MMAT) version 18 was used for quality assessments. Subsequently, 17 studies were included, and the findings showed that female teachers working in risky areas in the South Africa face substantial challenges, including limited resources and constant exposure to violence, which impact their professional growth and job satisfaction. Despite this, teachers still show unwavering commitment to their students and profession. These findings highlight the need for gov- ernment support and interventions that can ensure the safety of not only female teachers but also students and other members of the school community. Keywords: female teachers; risky environment; South Africa; education; systematic review; work- place safety UDC: 37.091 https://doi.org/10.63384/spB51z738a Scientific article Onoriode Collins Potokri, PhD, Associate Professor, Department of Education Management, Policy, and Comparative Education, University of the Free State, South Africa; email: PotokriOC@ufs.ac.za; Sulaimon Adewale, PhD, Research Fellow, Department of Education Management and Leadership, University of Johannesburg, South Africa; email: sadewale@uj.ac.za; Tunji Onakoya, PhD candidate, Department of Education Management and Leadership, University of Johannesburg, South Africa; email: tunjionakoya@gmail.com; Trevor Zwane, PhD, Department of Education Management and Leadership, University of Johannes- burg, South Africa; email: zwanetrevor@yahoo.com; Let./Vol. 76 (142) Issue 1/2025 pp. 181–197 Collins Potokri, Adewale, Onakoya, Zwane 182 Sodobna pedagogika/Journal of Contemporary ... Introduction Education plays an essential and indispensable role in shaping the future of individuals and communities. Therefore, the safety of the givers and receivers of education must be guaranteed in all situations, regardless of race, gender, and language. South Africa, a country with a diverse education history, is a highly ranked country with regard to violence against women (Deane, 2002; Enaifoghe et al., 2021). Similar to their male counterparts, female teachers in South Africa must navigate the complexities of teaching in environments characterised by so- cial unrest, crime, and instability. Female teachers occupy a significant position in the education sector and constitute the great proportion of teachers by gender (Sibisi et al., 2019). Criminal activities are commonly reported in high-risk areas, which, as de- scribed by Netshitangani (2019), are known for poverty, violence, crime, and so- cial instability. Thus, the inhabitants of these areas are vulnerable to incidents involving gang activities, drug abuse, and political unrest. These social risks place teachers and students in unwarranted conditions (Mgijima, 2014) in their person- al and professional lives. Bullying, rape, harassment, and other sexual offences have been recorded in South Africa (Mncube & Netshitangani, 2017; Shaw & Sky- walker, 2017). The supposed end of apartheid, which is acknowledged as the critical turn- ing point in the history of South Africa, has led to a persistent record of societal violence arising from protests against high tuition fees and inadequate munici- pal services and other forms of crime (Mothibi-mathopo-mofokeng, 2017). To end criminal incidents, the government of South Africa has declared that every citizen should live a violence-free life (Goldblatt, 2020). Further, the country’s constitu- tion includes a section on the protection of rights against cruel, inhumane, and unfair treatment (Constitution of the Republic of South Africa, Act 108, 1996). Female teachers may face additional vulnerabilities when working in high- risk areas, including personal safety risks due to the prevalence of crime and vi- olence. Due to the high rate of crimes across South Africa, female teachers are susceptible to theft and physical assaults on their way to and from school and Collins Potokri, Adewale, Onakoya, Zwane 183 within school premises. The lack of adequate security measures in many schools heightens this risk. More studies have focused on identifying societal violence in developed countries than in developing countries (Dunne et al., 2006). Therefore, this scoping review was conducted to identify key studies on this subject matter in the context of South Africa. Statement of the Problem Globally , the outburst of violence against women is worrisome and has drawn the attention of various stakeholders, including researchers. Several studies have been conducted to understand the causes, volume, and extent of the negative im- pacts of violence on individuals and society. However, more attention has been paid to domestic violence than to external violence (Nadat & Jacobs, 2021; Ngu- bane, 2020). There is a paucity of research evidence on the experiences and coping strategies of women working in risky areas as well as the support mechanisms available. This knowledge gap inhibits the development of targeted interventions and policies to address the specific needs of women working in dangerous envi- ronments. The aforementioned aspects require urgent attention, considering that women, especially those working in risky areas, are eligible members of society . Therefore, this scoping systematic review was conducted to provide an un- derstanding of the challenges faced by women in South Africa and the impacts of these challenges on their personal well-being and professional advancement. In South Africa, a large percentage of women work as teachers and encounter various cognitive, affective, and psychosocial challenges resulting from acts of violence (Grobler, 2018).Our study was based on the belief that a synthesis of relevant empirical studies and empirical articles can further the literature on the existing support mechanisms for addressing these challenges. Methods The systematic scoping review method was adopted in this study (Ikhsan et al., 2021). According to Arksey and Malley (2005), a scoping review involves mapping the relevant literature in a particular field. This method follows the Pre- ferred Report Items for Systematic Reviews and Meta-analyses (PRISMA) guide- lines (Page et al., 2021). A systematic scoping review enables the selection of a small number of research outcomes from numerous literature sources to develop a research agenda (Linnenluecke & Marrone, 2019). Findings from systematic scoping reviews are considered more valid than those obtained from other types of reviews because they usually provide the best proof for a research question (Amir-Behghadami & Janati, 2020). It allows researchers to identify and evaluate relevant studies and use the findings to achieve their research aims. The present study focused on examining the challenges that female teachers face when work- ing in risky areas in South Africa and the effects thereof. Considering the level of A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa 184 Sodobna pedagogika/Journal of Contemporary ... specificity of this study, a systematic scoping review was deemed the best approach to meet the research aim. Search Strategy According to Winchester and Salji (2016), it is essential to specify the objec- tives and scope of a systematic review in order to minimise bias. We adopted a search strategy specification approach to reduce the volume of search outcomes. An extensive search was conducted on four academic databases: Google Scholar, Scopus, Teacher Reference Center, and Taylor and Francis. These databases were chosen because of their comprehensiveness and wide coverage of peer-reviewed studies in education. The selection of the databases and search strategy was also guided by established search recommendations (Sampson et al., 2009)no guide- lines exist for their peer review. Poor searches may fail to identify existing evi- dence because of inadequate recall (sensitivity. The algorithm used to search the databases was (“women teacher” OR “female teacher”) AND (“violence”) AND (“risky areas” OR “volatile zones”) AND (“South Africa”), involving Boolean op- erators. The search resulted in the identification of 241 articles with duplicates. Two independent reviewers performed an initial systematic review using HubMe- ta to screen the obtained records and identify duplicates. Data Extraction The database search yielded a total of 241 articles, distributed as follows: Google Scholar (n = 52), Scopus (n = 11), Teacher Reference Center (n = 55), and Taylor and Francis (n = 123). We excluded 128 duplicate articles. Based on the specified inclusion/exclusion criteria detailed below, the first author conducted an initial screening of the titles and abstracts, eliminating 84 articles and leaving 29 articles for full-text assessments. After the full-text assessments, 12 articles were excluded. Ultimately, 17 articles were included in the final review (see Figure 1). Quality Assessment We used the Mixed Methods Appraisal Tool (MMAT) version 18 (Hong et al., 2018) to appraise the methodological quality of the studies included in this scoping review. The MMAT allowed for the simultaneous assessment of the quantitative, qualitative, and mixed designs adopted in the included studies. The instrument was created to assess the methodological excellence of a range of empirical re- search designs, and it has been employed in other evaluations of studies involving diverse research designs (Miyawaki & Hooyman, 2023; Tamblyn et al., 2023). The use of MMAT begins with two preliminary screening questions, and any article that fails the preliminary screening is excluded from the study (Hong et al., 2018). Collins Potokri, Adewale, Onakoya, Zwane 185 To address the subjective nature of the MMAT screening question, Hong et al. (2018) suggested that at least two people should review the articles independently (Miyawaki & Hooyman, 2023). We followed this advice in the present study and met later to compare the ratings and assessments and reconcile any differences. Inclusion and Exclusion Criteria The criteria for this systematic scoping review included relevant studies that centred female teachers in South Africa who were actively teaching or had previ- ously taught in high-risk areas characterised by elevated crime, violence, poverty, or other significant risk factors. The studies had to specifically address female teachers’ experiences, challenges, coping strategies and provide insights into the unique difficulties they face in high-risk environments. To ensure contextual rel- evance, the geographical location was restricted to South Africa, encompassing both urban and rural settings. Only peer-reviewed articles published in English were included, without any date restrictions Conversely, studies that focused on male teachers or did not substantially emphasise the experience of female teachers as well as articles that were not writ- ten in English were excluded. Studies conducted outside South Africa were also excluded to maintain the geographical relevance of this study. Further, articles from non-academic sources, such as newspapers, non-research blogs, and opinion pieces, as well as duplicate publications and articles without clear-cut methodolo- gies were excluded. Ethical Considerations This study did not require any special ethical issues to address. It involved a systematic scoping review of the research findings reported in readily available re- search articles related to women working in risky areas in South Africa, obtained from different databases. However, we meticulously acknowledged authors of all the included studies and appropriately referenced them. A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa 186 Sodobna pedagogika/Journal of Contemporary ... Results and Discussion Identified records from databases: n = 241 Scopus =11 Taylor and Francis = 123 Google Scholar= 52 Teacher Reference Center = 55 Records removed before screening Duplicates = 128 Records screened (n = 84) Records excluded** (n = 55) Reports sought for retrieval (n = 29) Reports not retrieved (n =0 ) Reports assessed for eligibility (n = 29) Reports excluded: n = 12 Reason = not meeting up the inclusion criteria Reports included in review (n =17 ) Identification of studies via databases Identification Screening Included Total studies included in review (n = ) Reports of total included studies (n = ) Figure 1: PRISMA flow chart of the identified studies Collins Potokri, Adewale, Onakoya, Zwane 187 S/N Author and Year Title Method Sample 1 Lange et al., (2012) Voices of women teachers about gender inequalities and gender-based violence in rural South Africa Qualitative 6 female teachers 2 Ngidi and Kaye (2022) Reducing school violence: A peace education project in KwaZulu-Natal, South Africa Mixed study 111 participants 3 De Wet (2007) Educators as perpetrators and victims of school violence Quantitative 801 4 Deane (2002) Violence against women and children in South Africa Narrative literature review 5 (Mogale et al. 2012) Violence against women in South Africa: Policy position and recommendations Systematic review 18 studies 6 Nako and Muthukrishna (2018) Teacher-instigated in-school interpersonal violence: Types and prevalence in South African public schools Quantitative 1185 cases 7 Mangena and Matlala (2023) Teachers’ lived experiences of workplace violence and harassment committed by learners from selected high schools in Limpopo Province, South Africa Qualitative 11 female teachers 8 Schmidt and Mestry (2015) The experiences of female principals in the Gauteng Province Qualitative 3 female principals 9 Hochfeld et al., (2022) Learners’ perspectives on school safety in Johannesburg Mixed method 8 urban schools 10 Hlungwani, (2023) An examination of school safety interventions in Gauteng Qualitative 15 schools 11 Netshitangani (2019) Voices of teachers on school violence and gender in South African urban public schools Qualitative 4 schools 12 Ngqela and Lewis (2012) Exploring adolescent learners’ experiences of school violence in a township high school Qualitative 13 adolescents 13 Mkhonto (2018) Women and promotability in rural South African schools listening to the voices of female teachers in Ehlanzeni District Qualitative 10 female teachers 14 Mathebula and Potokri (2022) Female teachers’ promotion barriers and mitigation strategies: Multiple case study findings from South Africa Qualitative 5 female teachers 15 Makhasane (2022) Teachers’ views about the intricacies of learner-on-teacher violence and the implications for school leadership Qualitative 10 teachers 2 principals 16 Vanderschuren et al. (2019) Perceptions of gender, mobility, and personal safety: South Africa moving forward Qualitative 285 rail female passengers 17 Motsoeneng (2022) The negative consequences of teacher- directed violence to students learning Qualitative 10 teachers Table 1: Summary of the Included Studies A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa 188 Sodobna pedagogika/Journal of Contemporary ... Figure 2: Publication distribution based on the research method used Figure 2: Publication distribution based on the research method used Figure 2 shows the distribution of the included publications based on the research design used. Of the 17 studies included, a qualitative research design was used in 11 studies, while quantitative and mixed methods approaches were used in two studies each. Only one systematic review and one narrative literature review were included. S/N Author Nature of the Risk Intervention 1 Lange et al. (2012) Gender-based violence in school Not mentioned 2 Ngidi and Kaye (2022) Sexual abuse Use of a cure violence model involving all educational stakeholders 3 De Wet (2007) Learner-to-teacher violence Teacher-to-teacher violence Intervention that would improve attitudes, knowledge, and skills 4 Deane (2002) Sexual violence National action plan on sexual violence and harassment to be established in schools 5 Mogale et al. (2012) Nil Two acts passed by the government to prevent violence against women in South Africa Collins Potokri, Adewale, Onakoya, Zwane 189 6 Nako and Muthukrishna (2018) Interpersonal violence Physical abuse Sexual victimisation Harassment Verbal abuse Development of protocols for sexual and physical abuse Training of staff on sex-related violence 7 Mangena and Matlala (2023) Workplace violence Learner to teacher Teacher to teacher Implementation of a national school safety framework to address insecurity 8 Schmidt and Mestry (2015) Patriarchal oppression Widening awareness of women’s experiences Investing in the security of women in various South African communities 9 Hochfeld et al. (2022) Women’s vulnerability to violence Students’ confirmation that their schools were unsafe Health-related risks Unsafe learner behaviours Development of a whole-school response to school safety Increased surveillance and securitisation of schools 10 Hlungwani (2023) Boosting the knowledge of key safety intervention implementers 11 Netshitangani (2019) Fear of being unsafe in the hands of gangs Holistic, nongendered security 12 Ngqela and Lewis (2012) Lack of safety and classroom management Community-induced violence Not mentioned 13 Mkhonto (2018) Culture of male migration Poor infrastructure Initiate an empowering policy 14 Mathebula and Potokri (2022) Discrimination demotivates female teachers The community and school governing board should support women 15 Makhasane (2022) Physical and threat of violence Teachers should be given a role in addressing the violence emanating from the students 16 Vanderschuren et al. (2019) Sexual harassment in public transport Lack of adequate implementation of women’s safety policy Fear of moving around Women should be used as the yardstick for security concern Introduction of BRT as an alternative transport system Policing and security in public transport Awareness and advocacy of women’s personal safety 17 Motsoeneng (2022) Absenteeism due to fear Teacher attrition Fear for their safety Harassment Intimidation Not mentioned Table 2: Summary of the Included Studies and Findings A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa 190 Sodobna pedagogika/Journal of Contemporary ... Challenges Faced by Female Teachers in Risky Areas in South Africa The following is a summary of the challenges faced by female teachers work- ing in risky areas in South Africa: – Unsafe learner behaviour: This review revealed that some students are gang members who consume hard substances. Substance use is attributed to unsafe behaviour in South African schools, and innocent teachers and learners are affected when gangs disrupt schools. Hochfeld et al. (2022) re- ported that female teachers and learners face danger due to unsafe learner behaviours in South African schools. Female teachers, especially young ones, feel unsafe to the extent that they depend on male colleagues for security when moving around (Netshitangani, 2019). This is because women are seen as caregivers, whereas men are known to be disciplinarians (Nikiwe Zuma, 2016). – Lack of safety and classroom management: The sense of insecurity that prevails in schools is a result of learners’ perception that the securi- ty measures in place, particularly fencing, are inadequate, in disrepair, and outdated (Ngqela & Lewis, 2012). This feeling is exacerbated by observable deficiencies, such as breaches in the fencing, security gates left ajar, and mal- functioning security lights, which collectively contribute to students’ con- cerns about their own safety and the overall security of the school premises. – Community-induced violence: Community-induced violence refers to acts of school violence that originate from or are sustained by a specific com- munity under scrutiny. The widespread presence of weapons and drugs in township schools indicates that these items are easily obtainable beyond school premises (Ngqela & Lewis, 2012). This suggests that the communities surrounding the schools may serve as sources for such materials, giving rise to significant concerns for the safety and well-being of students. – Discrimination: Studies have revealed that patriarchy and discrimination against women in South African schools continue to put female teachers at risk (Schmidt & Mestry , 2015). The erroneous societal belief that women are second-class citizens and that men should dominate every sphere induces psychological fear among female teachers. Such patriarchal norms continue to reinforce violence against women in South African society (Mshweshwe, 2020). Studies have also revealed that female teachers and learners are about nine times more prone to be victims of all forms of violence than their male counterparts (Hochfeld et al., 2022). – Learner–teacher work violence and harassment: Teachers frequently encounter nonverbal expressions of disrespect from students (De Wet, 2007), such as the display of a middle finger. In one instance, a teacher reported feeling intimidated by a student who conveyed hostility through an intim- idating gaze or stare (Mangena & Matlala, 2023). These nonverbal forms of disrespect can create an uncomfortable and challenging environment for educators, negatively impacting the classroom atmosphere. A study conduct- ed by Makhasane (2022) in KwaZulu Natal revealed that parents and their Collins Potokri, Adewale, Onakoya, Zwane 191 children often threaten female teachers with attacks if their orders are not obliged. – Teacher–teacher work violence and harassment: V erbal aggression and abusive conduct are prevalent issues in the educational landscape of South African schools (De Wet, 2007). Such behaviours are frequently observed among teachers and can harm the educational environment, undermining the respect and cooperation necessary for effective learning and teaching. Acts of verbal aggression can manifest in various forms, from insults and shouting to derogatory language, and they pose significant challenges to fos- tering a positive and conducive educational environment. – Limited resources: High-risk areas often suffer from resource shortages, including inadequate infrastructure, lack of teaching materials, and insuf- ficient support systems. This can burden teachers, requiring them to be re- sourceful and creative in delivering quality education. – Professional development opportunities: Teachers in high-risk are- as have limited access to professional development opportunities, such as workshops, training programmes, and mentoring. This hinders their growth as educators and affects their ability to effectively address their students’ unique needs. – Health-related risks: Hochfeld et al. (2022) conducted a study in Johan- nesburg, South Africa, and found that females lack access to safe toilets in schools and communities. This implies that female teachers and learners are exposed to health risks due to poor infrastructure and unhygienic or poorly maintained facilities. Coping Strategies – Awareness and advocacy: The findings of this review revealed that creat- ing awareness about red zones and how individuals protect themselves from crime in those areas is a commonly used approach to managing crime in South Africa. Goldblatt (2020) reported that there has been relatively suc- cessful lobbying and agitation for legislation to criminalise both violence against women and rape for the past two decades. Different awareness pro- grammes on matters affecting women in South Africa are required (Matheb- ula & Potokri, 2022), through which relevant information can be shared to increase the level of safety consciousness. Furthermore, individuals involved in executing the School Safety Programme should have a good understand- ing of the school setting, teachers, students, support personnel, and the ac- tions necessary for tackling the issue of school violence (Leukes et al., 2011). To this end, stakeholders who can implement school safety and security in- terventions should be trained in school safety art and science (Leukes et al., 2011). – Investment in security: It has been identified that investing further in the security of women in various communities will go a long way in curbing vio- A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa 192 Sodobna pedagogika/Journal of Contemporary ... lence in South Africa. Schmidt and Mestry (2015) reported that the attention given to women is meagre compared to the government’s large allocation of 49% of budget to education. The school environment must be a safe place for all, including teachers and learners (Leukes et al., 2011). – Provision of legal frameworks on safety and security: As a matter of urgency, the government developed two laws to prevent violence against women in South Africa and established the Ministry for Women, Children, and Individuals with Disabilities (Mogale et al., 2012). Its mandate is to lead on socio-economic transformation and implementation of the empowerment of women, youth and persons with disabilities through mainstreaming, advo- cacy, monitoring and evaluation. Implications for Policy and Practice The findings of this scoping review have certain implications for policy and practice that can inform approaches to significant sociopolitical development. One such implication is the urgent need to address the issue of teachers’ well-being. Policymakers and education authorities should take bold steps to protect and sup- port all female workers in South Africa, especially teachers working in dangerous areas. This will prevent the exodus of female teachers from the teaching profes- sion. Furthermore, working in risky areas gives rise to various mental challenges, leading to an urgent need for mental health support. This support can come from free and accessible counselling services and stress management programmes for female teachers. A mentally healthy teacher can deliver quality teaching and re- main committed to the profession. A connection between students’ academic outcomes and teachers’ well-being was identified in the present study. This highlights the need to improve working conditions so that female teachers can contribute positively to attaining educa- tional goals. Moreover, school stakeholders, including the government, policymak- ers, principals, and community leaders, should improve safety measures within and outside schools. Exclusive transportation services can be provided to female teachers to minimise the risks they face. Understanding the experiences of female teachers in risky areas can contrib- ute to discussions around gender equality and inclusivity in the education sector and highlight the importance of providing equal opportunities, support, and pro- tection for female teachers, promoting gender diversity in teaching, and address- ing gender-based discrimination. The findings of this review underscore the need to provide safety training for female teachers so that they may gain the skills and knowledge necessary to navigate high-risk environments effectively. In addition, there is a need to actively engage community leaders in sanitising their commu- nities and in warning their subjects against unethical practices towards teachers. Finally, this review revealed certain gaps in the existing research as necessary attention is not provided to identify and adequately address the challenges in re- Collins Potokri, Adewale, Onakoya, Zwane 193 spect to female teachers in South Africa. Therefore, researchers need to conduct studies on specific issues affecting female teachers at work. Limitations of the Review There are some limitations to this review. First, the review was restricted to studies conducted in South Africa. These studies might not include all the challenges women face in their workplaces. Second, some studies might not have been identified. Third, the findings of this review cannot be generalised to other countries around the world, as they may have some peculiar challenges that dif- fer from what women experience in South Africa. Fourth, only certain databases were searched to identify relevant studies. Several other databases that may have relevant literature were not searched. Based on these limitations, we recommend that future researchers expand the scope of their studies, search for articles on more databases, and compare South African experiences with those of people from other countries in the world. Conclusion This systematic scoping review of female teachers working in risky areas in South Africa has provided an essential glimpse into the challenges and opportu- nities that female education workers face. The review uncovered the pivotal roles that female teachers play in the South African education system, especially in ru- ral areas where living conditions are unbearable due to a lack of basic amenities. It is evident from the findings that female teachers face multifaceted challenges, including emotional stress and limited access to resources. These obstacles impact their well-being and job satisfaction. Despite these adversities, female teachers exhibit an unwavering commitment to their students and profession. Their sto- ries are a testament to the enduring power of education as a force for positive change in the lives of young people, even in the most challenging environments. The strategies used by female teachers and those recommended by past research- ers to manage these challenges were highlighted as significant components of this review. A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa 194 Sodobna pedagogika/Journal of Contemporary ... References Amir-Behghadami, M., & Janati, A. (2020). Population, Intervention, Comparison, Outcomes and Study ( PICOS ) design as a framework to formulate eligibility cri- teria in systematic reviews. Emerg Med J, 4(0), 2020. https://doi.org/10.1136/ emermed-2020-209567 Arksey, H., & Malley, L. O. (2005). Scoping studies : Towards a methodological frame- work. 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South African Journal of Education, 24(2), 170–175. https://www.ajol.info/index.php/saje/article/view/24984 Collins Potokri, Adewale, Onakoya, Zwane 197 Onoriode COLLINS POTOKRI, (Univerza svobodne države, Oddelek za upravljanje izobraževanja, politiko in primerjalno izobraževanje, Južna Afrika) Sulaimon ADEWALE (Univerza v Johannesburgu, Oddelek za upravljanje in vodenje izobraževanja, Južna Afrika) Tunji ONAKOYA (Univerza v Johannesburgu, Oddelek za upravljanje in vodenje izobraževanja, Južna Afrika) Trevor ZWANE (Univerza v Johannesburgu, Oddelek za upravljanje in vodenje izobraževanja, Južna Afrika) SISTEMATIČNI PREGLED POLOŽAJA UČITELJIC, KI DELAJO NA TVEGANIH OBMOČ- JIH V JUŽNI AFRIKI Povzetek: Južnoafriška republika je država z veliko stopnjo nasilja nad ženskami. Učiteljice v Južni Afriki se morajo podobno kot njihovi moški kolegi spopadati z zahtevnostjo poučevanja v okoljih, za katera so značilni socialni nemiri, kriminal in nestabilnost. Namen sistematičnega pregleda je bil ugotoviti, kako varne so učiteljice na svojih delovnih mestih, zlasti z analizo izzivov, s katerimi se srečujejo na teh nestabilnih območjih, ter njihovih vplivov na dobrobit in produktivnost. Za pripravo in analizo podatkov je bila uporabljena metoda sistematičnega pregleda literature, za obsežno iskanje v štirih podatkovnih zbirkah – Google Scholar (n = 52), Scopus (n = 11), Teacher Reference Center (n = 55) in Taylor and Francis (n = 123) – pa diagram poteka PRISMA. Pred uporabo izključitvenih in vključitvenih meril je bilo identificiranih 241 člankov. Za kvalitativno vrednotenje je bilo uporablje- no orodje MMAT (Mixed Methods Appraisal Tool), različica 18. V raziskavo je bilo nato vključenih 17 študij, ugotovitve pa so pokazale, da se učiteljice, ki delajo na tveganih območjih v Južni Afriki, soočajo s precejšnjimi izzivi, med drugim z omejenimi viri in s stalno izpostavljenostjo nasilju, kar vpliva na njihovo poklicno rast in zadovoljstvo pri delu. Kljub temu pa te učiteljice ostajajo neomajno predane svojim učencem, učenkam in poklicu. Ugotovitve opozarjajo tudi na potrebo po vladni podpori in posegih, ki lahko zagotovijo varnost ne le učiteljic, temveč tudi učenk, učencev in drugih članov šolske skupnosti. Ključne besede: učiteljice, tvegano okolje, Južna Afrika, vzgoja in izobraževanje, sistematični pre- gled, varnost na delovnem mestu Elektronski naslov: potokriOC@ufs.ac.za A Systematic Scoping Review of Female Teachers Working in Risky Areas in South Africa