유아교사의 유아기 괴롭힘에 대한 인식이 괴롭힘 개입 전략 사용 의향에 미치는 영향

초록

This study aimed to examine early childhood education teachers’ perceptions of bullying and their levels of intervention, to analyze the relationships between bullying perceptions and intervention levels, and to investigate the effects of bullying perceptions on intervention. An online survey on bullying perceptions and intervention was administered to teachers working in public and private kindergartens in Seoul and Gyeonggi-do, South Korea, and a total of 217 responses were analyzed. The results were as follows. First, teachers’ perceptions of bullying appeared in the following order: normative perception, advocacy for avoidance, degree of bullying neglect. Teachers also reported higher levels of intervention toward perpetrators than victims, and their intention to intervention was highest for physical bullying, followed by verbal and relational bullying. Second, advocacy for avoidance and degree of bullying neglect were negatively correlated with intervention in case of verbal and physical bullying, while normative perception was negatively correlated with intervention in case of relational bullying. Third, certain bullying perception factors significantly influenced intervention toward both perpetrators and victims. This suggests that early childhood teachers’ perceptions of bullying affect their intervention behaviors. Therefore, educational and policy support is needed to strengthen intervention strategies, reduce the justification of avoidance-oriented responses, and foster active intervention attitudes in early childhood settings.

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