The Role of Kindergarten Teachers in Developing Children's Skills in Dealing with Bullying and Deepening Their Application: Perspectives and Influencing Variables

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This study aimed to uncover the role of kindergarten teachers in developing children's skills in dealing with bullying and explore ways to deepen their application based on their perspectives and some influencing variables. The study employed a descriptive methodology and utilized a questionnaire as the data collection tool. The questionnaire was distributed to a sample of 181 kindergarten teachers who were categorized according to qualification and years of experience. The results indicated that the role of kindergarten teachers in developing children's skills in dealing with school bullying was found to be highly preventive, while their role in providing remedial measures was rated as moderate. The study sample strongly agreed with the proposed methods to enhance the role of kindergarten teachers in developing children's preventive and remedial skills in dealing with school bullying. Furthermore, the results revealed differences in the responses of the study sample attributed to the qualification variable, favoring those with an educational qualification, as well as differences based on years of experience, favoring those with more experience.
 

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