The Role of Teachers in Addressing and Preventing Bullying in Primary Madrasahs

Abstract

Bullying in madrasahs can undermine pupils’ sense of security, social interaction and the learning process, and therefore requires consistent management and prevention. This study aims to describe the role of teachers in managing and preventing bullying in Madrasah Ibtidaiyah. The study employs a descriptive qualitative approach. Data were collected through passive participant observation, semi-structured interviews and documentation, involving the headteacher, the deputy head for student affairs, teachers and pupils. The data were analysed through the stages of collection, reduction, presentation and drawing of conclusions. The results of the study indicate that the bullying observed took the form of physical and verbal abuse, such as hitting, kicking, mocking, physical insults, and addressing peers by their parents’ names. Teachers fulfil the roles of educators, mentors and counsellors through education, individualised approaches, responding to complaints, providing advice and consequences, reinforcing religious values, and communicating with parents. Management and prevention still face obstacles in the form of repeated behaviour, pupils’ backgrounds, and inconsistent parental involvement. These findings indicate that tackling bullying requires continuous character education, support for pupils, a consistent response from the school, and collaboration with families