Bullying merupakan tindakan perundungan yang dilakukan oleh seseorang maupun kelompok dengan tujuan untuk menindas atau memperoleh kekuasaan. Bullying di lingkungan sekolah merupakan masalah serius dan berdampak negatif terhadap kesehatan mental maupun emosional korban. Peran guru berada di posisi unik untuk mendeteksi tanda-tanda awal bullying. Tujuan penelitian ini untuk mengetahui hubungan peran guru dengan kejadian bullying di lingkungan Sekolah Dasar di Kabupaten Pekalongan. Penelitian ini menggunakan deskripsi korelasional dengan pendekatan cross sectional. Populasi dalam penelitian ini adalah seluruh murid Sekolah Dasar kelas IV dan V. Pengambilan sampel menggunakan teknik total sampling sehingga didapatkan 145 responden. Alat ukur dalam penelitian ini menggunakan Kuesioner Teachers’ Responses to Bullying Questionnaire (TRBQ) dan kuesioner Bullying. Hasil penelitian menunjukan mayoritas responden mengatakan peran guru tinggi sebanyak 125 (86,2%) dan mayoritas responden pernah melakukan kejadian bullying rendah sebanyak 121 (83,4%). Hasil uji statistic dengan Spearmans rho menunjukan nilai signifikansi (p value = 0,000 dan r = 0, 338) yang artinya Hasil uji statistik menunjukkan hubungan signifikan yang positif antara peran guru dan kejadian bullying. Ini mengindikasikan bahwa semakin tinggi peran guru dalam menangani bullying, semakin rendah kejadian bullying di sekolah. Hasil ini memberikan bukti kuat bahwa peran guru memiliki pengaruh penting dalam meminimalkan kejadian bullying di sekolah. Kata kunci: Bullying, Murid Sekola Dasar, Peran Guru Bullying, a serious global issue, involves individuals or groups using power to oppress others. It poses a significant threat to the mental and emotional well-being of victims. Teachers play a critical role in identifying bullying incidents within the school environment. As authority figures and role models, they are uniquely positioned to detect early signs of bullying. This research aimed to investigate the relationship between teacher’s role and bullying incidents among students at one Elementary school in Pekalongan Regency, Central Java, Indonesia. A correlational descriptive study using a cross-sectional approach was conducted. The study population included all grade 4 and 5 students, with a total sampling technique employed. Data was collected using the Teachers' Responses to Bullying Questionnaire (TRBQ) and a Bullying questionnaire of the 145 respondents. Most participants (86.2%) reported a high level of teacher’s role related bullying. Additionally, 83.4% of participants reported experiencing low levels of bullying. Statistical analysis using Spearman's rho revealed a significant positive correlation between teacher’s role and bullying incidents (p-value = 0.000, r = 0.338). This suggests that a higher level of teacher involvement is associated with a lower incidence of bullying in the school. These findings strongly support the crucial influence of teachers in minimizing bullying within the school environment. Keywords: Bullying, Elementary School Students, Teacher’s Role