ABSTRACT

This study examined how pre- and post-service early childhood teachers’ beliefs and responses tobullying among young children differ by level of qualification, type of bullying and whether or not itwas witnessed. Results showed 1st and 4th-year student- and diploma-qualified teachers perceived acts ofphysical bullying to be more serious than verbal or relational bullying to a greater extent than diddegree-qualified teachers. Degree-qualified teachers were less susceptible to bullying type and indicatedthey would be more likely to intervene than the other three groups. Results are discussed in relation totheir implication for teaching practice and the content of pre-service education.

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