{"references": ["Singh, P. & Manser, P.G. (2000). Effects of a shared vision on the attitudes of teachers towards outcomes-based education. South African Journal of Education, 20(2):108-114.", "Mofokeng, S.D. (2004). The implementation of the outcomes-based curriculum 2005 in primary schools in the Reitz district. Unpublished MEd dissertation. Vanderbijlpark: North-West University.", "Lunn, C. (2009). Tobephobia. Port Elizabeth: Nelson Mandela Metropolitan University.", "Singh, P. (2011). Tobephobia experienced by teachers in secondary schools: An exploratory study focusing on curriculum reform in the Nelson Mandela Metropole. Africa Education Review, 8(2): 372-388.", "Wildemann, V.A.R. (2009). The potential impact of Tobephobia on South African educators. Port Elizabeth: Nelson Mandela Metropolitan University.", "Singh, P. (2008). The effects of tobephobia on learning outcomes in the educational milieu. International Journal of Learning, 15(3):10-15.", "Singh, P. & Morar, T. (2009). Tobephobia: Fear of failure experienced by educators. The International Journal of Knowledge, Culture and Change Management, 9(4): 93-105.", "Ramkhelawon, J.A. (2010). Tobephobia: A case study. Port Elizabeth: Nelson Mandela Metropolitan University.", "Singh, P. (2010). Innovative strategies to develop better schools. Sydney, Australia: Common Ground.\n[10]\tSingh, P., Manser, P. & Dali, C. (2013). Principal leadership: Interconnectedness between emotional intelligence, work-integrated-learning competencies and collegial leaders. Saarbrucken, Germany: LAP Lambert Academic Publishing.\n[11]\tSingh, P. (2015). Tobephobia: Fear of Failure in Education Caused by School Violence and Drug Abuse. International Scholarly and Scientific Research & Innovation, 1396-1407.\n[12]\tEliasov, N. & Frank, C. (2000). Crime and violence in schools in transition: A survey of crime and violence in twenty schools in the Cape Metropole and beyond. Cape Town: University of Cape Town.\n[13]\tBezuidenhout, F.J. (2004). A reader on selected social issues. Pretoria: Van Schaik.\n[14]\tSouth African Human Rights Commission (SAHRC). (2006). Report of the public hearing on school-based violence. Pretoria. Retrieved from http://www.sahrc.org.za/sahrc_cms/publish/cat_index_41.shtml\n[15]\tPather, S. & Nair, N. (2008). 'What now, Sir,' says killer. The Times, August 19, 2008:3.\n[16]\tGravetter, F.J & Wallnau, L.B. (2008). Essentials of statistics for the behavioural sciences. Belmont, CA: Thomson.\n[17]\tTuckman, B.W. (1999). Conducting educational research. New York: Harcourt Brace.\n[18]\tMcMillan, J.H. & Schumacher, S. (2001). Research in education: A conceptual introduction. New York: Harper.\n[19]\tEngelbrecht, P., Oswald, M., Swart, E. & Eloff, I. (2003). Including learners with intellectual disabilities: Stressful for teachers? International Journal of Disability, Development and Education, 50(3): 293-308.\n[20]\tKyriacou, C. (1998). Teacher stress: Past and present. In J. Dunham & V. Varma (Eds.), Stress in teachers. London: Whurr.\n[21]\tGardner, J. & Bell, A.H. (2005). Phobias and how to overcome them: understanding and beating your fears. New Jersey: New Page Books.\n[22]\tSpitzer, D.R. (1977). Achievement motivation and fear of failure in teachers. Paper presented at the Association for Educational Communications and Technology Annual Convention. State University of Albany, New York.\n[23]\tGinsberg, R. & Cooper, B.S. (2008). Introduction. What's fear got to do with it? Educational Policy, 22(1):5-9.\n[24]\tGrant, N. (2009). Schools of little thought: Why change management hasn't worked. Improving Schools, 12(1):19-32.\n[25]\tWrigley, T. (2003). Schools of hope \u2013 a new agenda for school improvement. Oakhill: Trentham Books.\n[26]\tMohlala, T. (2006). Helping learners cope with conflict. The Teacher, 11(5): 6."]}

Many schools throughout the world are facing constant pressure to cope with the violence and drug abuse of learners who show little or no respect for acceptable and desirable social norms. These delinquent learners tend to harbour feelings of being beyond reproach because they strongly believe that it is well within their rights to engage in violent and destructive behaviour. Knives, guns, and other weapons appear to be more readily used by them on the school premises than before. It is known that learners smoke, drink alcohol, and use drugs during school hours, hence, their ability to concentrate, work, and learn, is affected. They become violent and display disruptive behaviour in their classrooms as well as on the school premises, and this atrocious behaviour makes it possible for drug dealers and gangsters to gain access onto the school premises. The primary purpose of this exploratory quantitative study was therefore to establish how tobephobia (TBP), caused by school violence and drug abuse, affects teaching and learning in schools. The findings of this study affirmed that poor discipline resulted in producing poor quality education. Most of the teachers in this study agreed that educating learners who consumed alcohol and other drugs on the school premises resulted in them suffering from TBP. These learners are frequently abusive and disrespectful, and resort to violence to seek attention. As a result, teachers feel extremely demotivated and suffer from high levels of anxiety and stress. The word TBP will surely be regarded as a blessing by many teachers throughout the world because finally, there is a word that will make people sit up and listen to their problems that cause real fear and anxiety in schools.