Examining Teachers' Intentions to Intervene: Formative Research for School-Based Cyberbullying Interventions in India

• In Event: Top Papers in Instructional Communication Division

Abstract

Despite the growing prevalence of cyberbullying in India, there is lack of empirical research to guide cyberbullying interventions in India. This study examined the intention of teachers to intervene in cyberbullying situation when they encounter it at school by utilizing the theory of planned behavior (TPB) and uses these results to provide suggestions for future cyberbullying interventions in India. Employing a survey of 402 teachers in Indian schools in 2016, this study investigates how attitudes, subjective norms, perceived behavioral control and perceived responsibility affects teachers’ intentions to intervene. The results of hierarchical regression found that attitude, subjective norm, and perceived behavioral control significantly influenced teachers’ intentions to intervene. All the TPB variables collectively explained 40.9 % of the variance in the intention to intervene. Perceived responsibility accounted for an additional small but significant amount of variance explained. Of all the predictor variables, attitude was the strongest predictor of teachers’ intention. This formative research informs the design of school-based interventions that aim to motivate teachers and provide them resources necessary to mitigate the impact of cyberbullying in Indian schools.

Authors

• Arti Nadkarni, Texas A&M U - Communication Department

• Bryan McLaughlin, Texas Tech U

• Melanie Sarge, Texas Tech University