Based on labelling theory, the Preschool Peer Bullying Scale-Teacher Form (PPBS-Teacher Form) was developed, and its validity and reliability were tested in this current study. There were 279 Turkish preschool teachers (96% females) in the preliminary study sample. Exploratory factor analyses were conducted with the data from the preliminary study sample, revealing 14 items with two factors, named as physical-relational bullying and verbal bullying. There were 247 Turkish preschool teachers (97% females) in the cross-validation study sample. Confirmatory factor analyses were carried out with the data from the cross-validation study sample, revealing adequate fit to the data. The internal consistency coefficients were high for the two study samples. Hence, the PPBS-Teacher Form is a valid and reliable measurement instrument to assess preschool peer bullying without labelling students as bullies or victims. The PPBS-Teacher Form aims to contribute to the extant research on early childhood bullying by attracting attention to the risks of labelling preschool students as bullies or victims. Practical implications are discussed for school counsellors and psychologists, parents and researchers.

中文翻译：

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学龄前同伴欺凌量表教师表的开发和验证

基于标签理论，开发了学龄前同伴欺凌量表-教师表（PPBS-Teacher Form），并在本研究中检验了其效度和信度。初步研究样本中有 279 名土耳其学前教师（96% 为女性）。对初步研究样本的数据进行探索性因素分析，揭示了具有两个因素的 14 个项目，分别称为身体关系欺凌和言语欺凌。交叉验证研究样本中有 247 名土耳其学前教师（97% 为女性）。使用来自交叉验证研究样本的数据进行验证性因素分析，显示与数据的充分拟合。两个研究样本的内部一致性系数很高。因此，PPBS-Teacher Form 是一种有效且可靠的测量工具，用于评估学龄前同伴欺凌行为，而不会将学生标记为欺凌者或受害者。PPBS-Teacher Form 旨在通过引起人们对将学龄前学生标记为欺凌者或受害者的风险的关注，为现有的幼儿欺凌研究做出贡献。讨论了对学校辅导员和心理学家、家长和研究人员的实际影响。