<![CDATA[Bullying is one of the problems that is still often found in the educational environment and has the potential to interfere with the psychological, social, and academic development of students. Bullying prevention efforts require not only a repressive approach through rules and sanctions, but also a preventive approach oriented to character building. This study aims to analyze the role of madrasah heads as educators in preventing bullying behavior at MIS Darul Huda Bandar Lampung. The research uses a qualitative approach with a case study type. The research informants consisted of 6 people consisting of 1 madrasah head, 3 teachers, and 2 students who were selected purposively. Data were collected through in-depth interviews, non-participatory observations, and documentation, then analyzed using the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawn. The validity of the data is carried out through triangulation of sources and techniques. The results of the study show that madrasah heads play an active role as educators through four forms of coaching, namely mental, moral, physical, and artistic coaching. Mental coaching is carried out through persuasive approaches, motivation, and religious activities to foster empathy and self-control in students. Moral development is carried out through example, cult, recitation, and habituation of moral values. Physical coaching is realized through regular exercise, discipline, and hygiene activities that encourage cooperation and sportsmanship. Meanwhile, artistic coaching is carried out through marawis, calligraphy, and educational tourism activities that strengthen positive social interaction. The findings of the study show that the multidimensional coaching approach carried out by madrasah heads is able to create a safer, harmonious, and conducive school culture so as to contribute to preventing the emergence of bullying behavior in the madrasah environment.]]>
