Summary
This survey of 408 Spanish education students identifies three distinct profiles of trainee teachers based on their cyberbullying perceptions and intervention readiness. Whilst all profiles demonstrate high concern for cyberbullying as a school problem and strong agreement with prevention measures, two profiles report high confidence to respond, whilst the third expresses insufficient confidence and inadequate training. The authors recommend integrating cyberbullying education into initial teacher training programmes.
Regional applicability
The findings may have relevance to UK teacher education policy and curriculum design, though UK teacher training contexts and cyberbullying prevalence may differ from Spain. The recommendation to embed cyberbullying awareness and response training in initial teacher education aligns with UK educational safeguarding priorities.
Key measures
Likert-scale responses on concern about cyberbullying, agreement with prevention and management measures, self-assessed confidence and capability to respond, perceived and desired training; demographic variables (gender, age, degree programme)
Outcomes reported
The study assessed trainee teachers' perceptions of concern, commitment, confidence and training needs regarding cyberbullying intervention in schools. Three distinct pre-service teacher profiles were identified based on their confidence levels, perceived capabilities, and training adequacy.
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