Peer bullying in preschool period: Examining the predictive power of teachers-related variables

In this study, it was aimed to investigate the level of preschool teachers' attitudes towards peer bullying, subjective well-being and empathic tendency levels in predicting peer bullying behaviors in their classrooms. For this purpose, data were collected from 315 preschool teachers working in public and private preschool institutions in Gaziantep. In this study, relational survey model, one of the quantitative research methods, was used. As data collection tools, Preschool Peer Bullying Scale Teacher Form, Teacher Attitudes Towards School Bullying Scale, Teacher Subjective Well-Being Scale, Empathic Tendency Scale and Personal Information Form were used. According to the results of the study, peer bullying behaviors in preschool period are at a considerable level. It was determined that there was a statistically significant negative relationship between preschool teachers' attitudes towards peer bullying, teacher subjective well-being and empathic tendency scores and peer bullying behaviors seen in their classrooms and that these variables related to preschool teachers significantly predicted peer bullying behaviors in a negative direction. The findings obtained in the study were discussed within the framework of similar studies in the literature. Key words: Preschool, Peer bullying, Teacher attitudes towards peer bullying, Teacher subjective well-being, Empathic disposition