Teachers’ Responses to Cyberbullying: Psychometric Validation and Latent Profile Analysis Among Chinese Teachers

Cyberbullying among school-age children has drawn a wide range of attention, and teachers are important in intervening in cyberbullying among students. However, there is still a lack of knowledge regarding teachers’ responses to cyberbullying. Thus, this study aims to validate a scale to measure teachers’ responses to cyberbullying and identify teachers’ profiles with a person-centered approach among Chinese teachers. A total of 486 Chinese teachers (78.4% female, Meanage = 36.80 years, SD = 9.81) completed the questionnaire on a scale adopted from the traditional bullying context. Results of the CFA confirmed the validity of the teachers’ responses to the cyberbullying scale. Latent profile analysis revealed four teacher profiles, i.e., passive, inconsistent, medium, and high, for teachers’ responses to cyberbullying. Further analyses indicated significant differences among the identified subgroups. Teachers’ self-efficacy towards intervening in cyberbullying also confirmed the latent profile results. This study provides implications for teacher professional development in addressing cyberbullying among students.