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Development and validation of the preschool peer bullying scale-teacher form

Published online by Cambridge University Press:  15 March 2021

Zeynep Nur Besnili  and
Ibrahim Tanrikulu Open the ORCID record for Ibrahim Tanrikulu [Opens in a new window]
Zeynep Nur Besnili
Affiliation:
Ministry of Education, Gaziantep, Turkey
Ibrahim Tanrikulu*
Affiliation:
Psychological Counselling and Guidance Department, Department of Educational Sciences, Faculty of Education, Gaziantep University, Gaziantep, Turkey
*
*Address for correspondence: Ibrahim Tanrikulu, Psychological Counselling and Guidance Department, Department of Educational Sciences, Faculty of Education, Gaziantep University, Gaziantep27310Turkey. Email: [email protected]
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Abstract

Based on labelling theory, the Preschool Peer Bullying Scale-Teacher Form (PPBS-Teacher Form) was developed, and its validity and reliability were tested in this current study. There were 279 Turkish preschool teachers (96% females) in the preliminary study sample. Exploratory factor analyses were conducted with the data from the preliminary study sample, revealing 14 items with two factors, named as physical-relational bullying and verbal bullying. There were 247 Turkish preschool teachers (97% females) in the cross-validation study sample. Confirmatory factor analyses were carried out with the data from the cross-validation study sample, revealing adequate fit to the data. The internal consistency coefficients were high for the two study samples. Hence, the PPBS-Teacher Form is a valid and reliable measurement instrument to assess preschool peer bullying without labelling students as bullies or victims. The PPBS-Teacher Form aims to contribute to the extant research on early childhood bullying by attracting attention to the risks of labelling preschool students as bullies or victims. Practical implications are discussed for school counsellors and psychologists, parents and researchers.

Keywords

Preschool Peer Bullying Scale-Teacher Formdevelopmentvalidityreliabilitylabelling theory
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Issue 1 , June 2021 , pp. 46 - 62
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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