This study aims to explore the differences between Korea and other countries in terms of the role and competency that teachers’ should have to cope with school violence. For this purpose, we examined cases in Norway, the United States, Germany, and Korea, based on previous studies, official documents, websites, and newspaper articles. Results indicate that, in foreign countries, school violence experts carry out proactive activities, so the role of teachers' is discussed and linked to the experts with a special, focus on violence prevention by class- and activity-based educational approaches or daily class management. In Korea, however, teachers play a leading role in preventing and addressing school violence, focusing more on, interviewing students involved in school violence, identifying the case, and communicating with the parents. Some competencies of were considered important in every country, for example, the ability to understand students, the ability to form and maintain positive relationships with students, the ability to create and manage non-violent atmosphere in the classroom, and the ability to communicate with students and parents., and yet there were differences in the perspective of where the competences are required. In addition, the foreign countries have emphasized the ability to collaborate and connect with experts in-and-out of the schools, the ability to detect school violence, and the ability to develop teacher professionalism, whereas Korea has valued, the ability to deal with cases smoothly, and the ability to perceive violence cases. Based on the findings, educational implications are discussed pertaining to the counterplan of domestic school violence and the improvement of teacher education programs.