The Effects of Early Childhood Teachers’ Perceptions of Bullying on Their Intention to Use Intervention Strategies

Key Points

• This study aims to assess early childhood teachers’ perceptions of bullying and their level of intervention, while analyzing the correlation between the two.
• Administered surveys to 217 public and private preschool teachers in Seoul and Gyeonggi regions
• Analyzed responses regarding perceptions of bullying and their willingness to intervene
• Evaluated the relationship between perception types and intervention strategies
• Perceptions ranked as normative perception, avoidance advocacy, and ignoring bullying
• Higher intervention intention for perpetrator children than victimized ones
• Normative perception has a negative correlation with intervention in relational bullying and avoidance behaviors in verbal and physical bullying.

Abstract