A Needs Analysis of Educational Solutions to School Violence: Focusing on Elementary School Teachers in Seoul

This study analyzed teachers’ needs for educational solutions to school violence, which is gaining attention as a new policy paradigm for school violence policies. A questionnaire survey was conducted on 594 elementary school teachers in Seoul who had participated in the Specialized School Violence Organization and School Violence Council (including teachers in charge of school violence). The survey was designed to assess the importance and retention of educational solutions applied to the entire process of school violence, starting from the pre-prevention step, through the handling step when a case occurs, and ending with the measures taken after the case was closed. The study utilized two analytical methods: Borich's Needs Assessment Model and the Locus for Focus Model. The results of the analysis were as follows: First, teachers generally perceived the issue of educational solutions to school violence as important but negatively rated it as not being well implemented in current school settings, indicating a significant difference in perceptions. Second, 10 issues with high policy needs from teachers were identified. “Strengthening the life guidance authority of homeroom teachers" was considered as the most urgent issue, followed by “providing parent’s education to restore relationships and expand awareness of educational solutions,” “expanding professional counselor (teacher) and ‘Wee’ class,” “supporting the recovery of students who are victims or aggressors in cooperation with local communities and professional organizations,” and “expanding the role of the local departments of education in cooperation with outside experts.” Based on the analysis results, policy implications for expanding educational solutions for school violence were proposed.