Teacher Scale on Bullying (TSB): Development and Preliminary Validation

The aim of this study was to develop and conduct a preliminary validation of the Teacher Scale on Bullying, designed to evaluate teachers’ perceptions of their ability to identify, prevent, and intercede in cases of school bullying. This research was grounded in the Theory of Planned Behavior, which posits that attitudes, subjective norms, and perceived behavioral control influence the intention to act. The instrument was created using the Delphi method with contributions from experts in educational psychology and teacher training. A total of 315 Spanish teachers from primary and secondary education participated, whose ages ranged from 25 to 68 years. Exploratory Factor Analysis revealed a structure of four factors: concern, responsibility, commitment, and self-efficacy, with the originally separate knowledge and self-efficacy dimensions combining into a single construct. Internal consistency coefficients were high, with Cronbach’s alpha values ranging between 0.84 and 0.94, indicating strong reliability. Results showed that teachers reported high levels of concern, responsibility, and commitment, but comparatively lower self-efficacy in managing bullying situations. Positive and significant correlations among the four factors supported the theoretical coherence of the scale. Although this is a preliminary validation and the factor structure is exploratory, the findings suggest that this new instrument could be valid and reliable for assessing teachers’ perceptions and beliefs about bullying, specifically within the Spanish educational context. While further testing is needed to ensure optimal psychometric properties, this questionnaire appears to be a valuable tool for identifying training needs and guiding the development of educational policies and programs aimed at fostering effective bullying prevention.