Relationship between knowledge, perception of competence and teachers' performance against cyberbullying

Almudena Castellanos Sánchez; Beatriz Ortega-Ruipérez; Lucía Granados Alós; David Aparisi Sierra

doi:10.24310/ijtei.111.2025.20665

Authors

Almudena Castellanos Sánchez International University of La Rioja, Spain
Beatriz Ortega-Ruipérez King Juan Carlos University, Spain https://orcid.org/0000-0002-3822-5745
Lucía Granados Alós International University of Valencia, Spain https://orcid.org/0000-0002-8620-8333
David Aparisi Sierra International University of La Rioja, Spain https://orcid.org/0000-0001-5970-2419

DOI:

https://doi.org/10.24310/ijtei.111.2025.20665

Keywords:

cyberbullying, teachers, knowledge, perception of competence, logistic regression

Abstract

Cyberbullying is a social phenomenon with serious consequences for those who suffer it and the degree of knowledge and action of teachers is key to its prevention and intervention. The objective of this research was to examine the relationship between teachers' knowledge, perception of competence, and performance against cyberbullying in a sample of 258 postgraduate teachers of different nationalities. An ad hoc questionnaire was designed, and its properties were evaluated using the confirmatory factor analysis technique. To evaluate the predictive capacity of the different variables on cyberbullying behaviour, a logistic regression analysis was carried out. The results show that teachers with high scores in knowledge and perceived competence were more likely to act in cases of cyberbullying. These results highlight the need to strengthen teacher training curricula for cyberbullying training to achieve positive interventions against cyberbullying in schools. Future research should continue to examine the predictive factors associated with successful action.

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Author Biographies

Almudena Castellanos Sánchez, International University of La Rioja,

International University of La Rioja, Faculty of Education

Beatriz Ortega-Ruipérez, King Juan Carlos University,

Rey Juan Carlos University, Faculty of Education

Lucía Granados Alós, International University of Valencia,

International University of Valencia, Faculty of Education

David Aparisi Sierra, International University of La Rioja,

International University of La Rioja, Faculty of Education

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