FUSE anti-bullying and online safety programme: measuring self-efficacy amongst post-primary students

Norman, James O’Higgins; Otero, Paloma Viejo; Canning, Colm; Kinehan, Angela; Heaney, Darran; Sargioti, Aikaterini

doi:10.1080/03323315.2023.2174573

Cited by 1 publication

(1 citation statement)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, the FUSE programme was designed to promote online safety and build school teachers and students' confidence in their ability to tackle bullying behaviour. FUSE is made up of a suite of classroom-based workshops on the topics on Bullying, Cyberbullying, and Online Safety following the five steps of the Social-Ecological Approach and Model of Anti-bullying Self-Efficacy (O'Higgins Norman, et al, 2023;Sargioti et al, 2022). Therefore, the content of the workshops aims to lead participants to notice when there is bullying behaviour and recognize the signs someone is targeted, understand that bullying is something that should not be ignored, take personal responsibility to report, and be able to take action by reporting by talking with a trusted adult or using the resources and mechanisms available to deal with the event in a secure and safe manner.…”

Section: The Present Studymentioning

confidence: 99%

A Test of Dublin Anti-bullying Self-Efficacy Scale for Teachers (DABSE-T)

Feijóo,

Kuldas,

Sargioti

et al. 2024

Int Journal of Bullying Prevention

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: The Present Studymentioning

confidence: 99%