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

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.