<![CDATA[This study aims to describe the role of teachers in preventing bullying in early childhood and identify supporting and inhibiting factors. Bullying is a serious problem because it negatively impacts children's psychological and social development. PISA data (2018) shows 41.1% of students in Indonesia have experienced bullying, far above the OECD average (22.7%). The study employed a descriptive qualitative approach with four Group B teachers at TK IT Al Karima, Kubu Raya as subjects. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using the Miles and Huberman model. The results show bullying prevention runs effectively through synergy between teachers, schools, and parents. The teacher's role as a learning source reached 78%, facilitator 85%, motivator 82%, and evaluator 81%. Supporting factors include school support, parental involvement, and positive habituation. Inhibiting factors come from children's characters, family environment, limited teacher supervision, and lack of parental understanding about bullying. This study recommends strengthening school-parent collaboration and developing sustainable bullying prevention programs.]]>
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