Prevention of Bullying Cases by Teachers by Strengthening the Implementation of Public Service Values

Abstract

This study aims to examine the role of educators in preventing and addressing bullying incidents within the school setting. Employing a qualitative methodology, this research utilizes normative legal approaches and emphasizes secondary data sources for analysis. Key references include legal documents, such as Law No. 35 of 2014, which amends Law No. 23 of 2002 on Child Protection. Additionally, the study also considers Law No. 14 of 2005 on Teachers and Lecturers, as well as Minister of Education and Culture Regulation No. 82 of 2015 regarding the Prevention and Management of Violence in Educational Environments. Research The findings reveal that educators have a crucial role to play as a driver of change in shaping student character and morals. However, the continued problem of bullying shows that there are major challenges in the educational environment, especially when teachers choose not to act or even support bullying behavior. The alarming rise in reported bullying incidents underscores the immediate need for more holistic and effective intervention strategies. While the Teacher Empowerment Program (TEP) offers some promise in tackling these issues, its current implementation appears limited and inadequate. This situation calls for enhanced support and resources from the government. Additionally, concerns about teachers being implicated in bullying incidents spotlight the urgent need for better supervision and comprehensive performance evaluations of educators. Although legal protections exist to safeguard students from harm, their inconsistent application reveals a gap that requires active collaboration among teachers, parents, and educational institutions to ensure a safe and encouraging educational setting for all students.