Teachers' Roles in Coping with School Violence from the Perspectives of Prospective Teachers: A Q Methodological Approach

Abstract

This study explores prospective teachers' perceptions of school violence and their role in addressing it. Using a mixed method called Q methodology, we quantitatively analyzed the subjective views of 37 prospective teachers. Based on 33 statements, the study categorizes teachers' roles in managing school violence and analyzes the characteristics of each role type. The research results provide basic data for prospective teachers to develop their capabilities as experts in dealing with school violence. The study identifies the following three types of teachers: prevention-oriented (Type 1), reality-avoiding (Type 2), and legal-regulation-oriented (Type 3). Type 1 emphasizes that teachers can significantly prevent school violence and believes that trusting relationships between teachers and students are key to reducing school violence. Type 2 teachers tend to ignore school violence out of fear of harm, even though they acknowledge its seriousness. Type 3 emphasizes the strict enforcement of legal responsibilities and rules, believing that clear regulations and punishments are essential for reducing school violence. This study highlights the need for customized educational programs that reflect the characteristics of different teacher types in handling school violence. It suggests incorporating practical strategies for preventing and responding to school violence in teacher training, expanding mental-health education, and promoting cooperative conflict-resolution methods between students and teachers.