Exploring the Lived Experiences of South Africa Council for Educators Investigators on Sexual Offences and Corporal Punishment

This study explored the lived experiences of South African Council for Educators (SACE) investigators handling cases of sexual offences and corporal punishment in schools. These investigators play a crucial role in promoting ethical conduct among educators and safeguarding learners from abuse. Guided by the transformative paradigm and the “Inside Out” socio-ecological model, the study sought to understand the personal, institutional, and systemic challenges influencing investigators’ effectiveness and well-being. A qualitative case study design was employed, involving in-depth, semi-structured interviews with 20 investigators drawn from six provinces. Data were analysed thematically using Braun and Clarke’s (2021) framework, with NVivo software aiding in data organization and coding. Findings revealed ten interconnected themes: lack of parental cooperation, security risks for investigators, protection of accused educators by school leadership, intimidation of learners, inadequate training, persistence of corporal punishment, limited preventive outreach, poor inter-agency collaboration, weaknesses in SACE systems, and excessive workloads impacting investigator well-being. These challenges illustrate the complex socio-ecological environment within which SACE investigators operate, marked by institutional constraints, community-level resistance, and insufficient psychosocial and professional support. The study concludes that investigator effectiveness is undermined by systemic and organizational shortcomings. It recommends trauma-informed training, improved safety measures, inter-agency collaboration, and institutional well-being programs to enhance investigative practice. Strengthening SACE’s administrative systems, alongside continuous community outreach and preventive education, is critical for fostering accountability, promoting ethical teaching practices, and ensuring learner protection in South African schools.