Qualitative Research on Teachers' Educational Intervention Experiences to Prevent and Cope with School Violence

The purpose of this study was to explore the experience of teachers' educational intervention in school violence and to define the factors that hinder it, and to propose meaningful educational activities and policy improvement measures to restore the educational function of the school. For this purpose, in-depth interviews were conducted with 10 middle school teachers in charge of school violence, and the data was analyzed through CQR's domain coding, core concept construction, and cross-analysis stages. As a result of the analysis, in terms of the meaning of educational intervention, prevention, coping, and follow-up management, a total of 9 areas and 49 categories of educational effects of the principal's own solution system were derived. Educational intervention in school violence has a meaning in the protection of students, leading activities, and life guidance activities. For prevention, preventive education and conflict resolution activities between students were mainly shown, and the disturbing factor was insufficient school conditions. In order to deal with the problem, counseling and parent meetings were mainly used to resolve conflicts and reconcile with the offended student, and the disturbing factors were the parents' emotional response and indifference to the student's recovery. For the follow-up management, the activities to prevent the leading and recurrence of the offending students, the restoration of the relationship with the offending students and the prevention of the recurrence were mainly shown, and the opposition of the parents was the obstacle. The school principal 's self - resolution system has no effect on preventing recurrence and is not educational. According to the results of the study, it suggested the establishment of school conditions that can respond educationally, the strengthening of the role of school members, the protection of victims of schools, and the institutional improvement of educational authority.