Tackling Bullying through Teacher and Peer Connectedness in Early Education

Nurul Khairani Ismail; Suziyani Mohamed; Mohd Effendi @ Ewan Mohd Matore; Nur Syafiqah Yaccob

doi:10.21834/e-bpj.v10iSI33.7081

Authors

Nurul Khairani Ismail Faculty of Education, National University of Malaysia
Suziyani Mohamed Faculty of Education, National University of Malaysia
Mohd Effendi @ Ewan Mohd Matore Faculty of Education, National University of Malaysia
Nur Syafiqah Yaccob Faculty of Education, National University of Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI33.7081

Keywords:

bullying, peer relationship, preschool, teacher-pupils relationship

Abstract

Bullying in preschools negatively impacts children’s well-being and academic development. There are several factors that lead to students’ bullying cases including the negative relationships in the family and community. This study examines how positive relationships act as protective factors against bullying, emphasizing teacher-student and peer connectedness. Using the Fuzzy Delphi Method (FDM) and Modified Nominal Group Technique (MNGT), the perspectives of 11 experts and 21 teachers from Islamic early education background were analyzed. Findings revealed stronger consensus on the importance of teacher-student relationships, with a (d) value of 0.049 and 98.9% agreement through FDM and 92.1% from MNGT participant. Strengthening these relationships fosters a supportive preschool environment that enhances social-emotional learning and significantly reduces the risk of behavioral issues, including bullying.

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