THE EFFECTS OF TEACHER PEDAGOGY, CLASSROOM MANAGEMENT, AND PARENTAL INVOLVEMENT ON BULLYING CASES IN ELEMENTARY SCHOOLS

Abstrak

Bullying remains a significant problem at the elementary school level, often occurring due to its negative impact on students’ academic, social, and psychological development. This study aims to analyze the influence of teachers’ pedagogical competence, classroom management, and parental involvement on bullying cases at the elementary school level. The research method employs a quantitative approach with a causal-associative design. The study population consisted of teachers and parents of students; data were collected using a questionnaire designed based on the research variables’ indicators. The data were analyzed using multiple linear regression to determine the partial and simultaneous effects of the independent variables on bullying incidents. The results of this study indicate that teachers’ pedagogical competence, classroom management, and parental involvement have a highly significant effect on the occurrence of bullying; these three variables account for 61.3% of the variation in bullying cases, while the remaining 38.7% can be attributed to external factors. These findings suggest that preventing bullying requires collaboration among teachers, schools, and parents to create a conducive learning environment that supports students’ character development. This study implies that enhancing teachers’ pedagogical competence, strengthening classroom management, and fostering active parental involvement can serve as effective strategies to reduce bullying in elementary school education