RT info:eu-repo/semantics/article
T1 A Test of Dublin Anti-bullying Self-Efficacy Scale for Teachers (DABSE-T)
A1 Sanmartín Feijóo, Sandra
A1 Kuldas, Seffetullah
A1 Sargioti, Aikaterini
A1 Kinahan, Angela
A1 Heaney, Darran
A1 Gorman, Alan
A1 Norman, James O'Higgins
K1 Teacher self-efficacy
K1 Bullying prevention
K1 Anti-bullying programme
K1 Social-ecological approach, Validity, Reliability
K1 Educación
K1 Education
K1 Acoso escolar
K1 Bullying in schools
AB Emerging evidence suggests that anti-bullying programmes should have a particular focus on teacher self-efficacy for peer bullying prevention and intervention at schools. To address this suggestion, a theoretical framework and a measurement scale are needed to evaluate teacher anti-bullying self-efficacy and determine its role in the effectiveness of these anti-bullying programmes. The present research aims to adapt the Anti-Bullying Self-Efficacy Theory and test the psychometric properties of the Dublin Anti-Bullying Self-Efficacy Scale (DABSE) for teachers. A convenience sample of 221 teachers (38.9% from primary and 61.1% from post-primary schools) responded to the DABSE-T following participation in FUSE, a school anti-bullying programme in Ireland. The factorial structure of the scale was assessed using Exploratory Factor Analysis (EFA), Principal Axis Factoring with Promax Oblique rotation. Construct validity (convergent and divergent validity) was assessed using the criteria of Average Variance Extracted (AVE > .50) and the heterotrait-monotrait ratio of correlations (HTMT). Composite reliability was estimated as an indicator of internal consistency. The DABSE-T demonstrated satisfactory psychometric properties, suggesting that it is a valid and reliable measure of teacher self-efficacy beliefs, which encompass recognition of bullying behaviour, comprehension of the need for immediate intervention, acceptance of responsibility, knowledge of appropriate actions, and intervention implementation. The scale can be used to evaluate the effectiveness of anti-bullying interventions and identify teachers who may require additional support in addressing bullying incidents.
PB Springer
SN 2523-3653
YR 2024
FD 2024-03
LK http://hdl.handle.net/10259/9654
UL http://hdl.handle.net/10259/9654
LA eng
NO This study was funded by Meta, Rethink Ireland, and the Department of Education, Government of Ireland. The second author has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No [101026567]
DS Repositorio Institucional de la Universidad de Burgos
RD 23-nov-2024