The Role of the Class Teacher in Addressing Student Bullying Behavior in Madrasah Ibtidaiyah
DOI:
https://doi.org/10.70115/jeeps.v1.i1.667Keywords:
; classroom teacher, bullying, elementary school, teacher's roleAbstract
This study aims to analyze the role of the classroom teacher in handling bullying behavior among grade IV B students at MIN 1 Kota Ternate, the strategies used to prevent and address bullying, and the challenges faced by the teacher. A descriptive qualitative approach was employed, with the classroom teacher and students as subjects, and data were collected through observation, in-depth interviews, and documentation, then analyzed through data display, data reduction, and conclusion drawing. The results show that the teacher performed six interrelated roles: early detector, mediator/conflict-resolution facilitator, character educator, counselor for victims, behavior supervisor, and communicator with parents. Teachers applied preventive strategies (integrated moral and religious values, a positive classroom culture, team-building activities, bullying-awareness sessions, a buddy system, and open communication) as well as curative strategies (personal approach, mediation grounded in restorative justice, guidance for offenders, psychological support for victims, parental involvement, and educational sanctions). However, teachers faced several challenges, including limited time and supervision, students' reluctance to report incidents, insufficient parental cooperation, the influence of social media, differences in students' backgrounds, limited counseling competence, and hard-to-detect forms of verbal and social bullying.
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