Dublin Anti‑Bullying Self‑Efficacy Scale for Teachers (DABSE‑T): A Validation Study

Document Type : Research

Authors

1 Ph.D. Student in Educational Psychology, Department of Educational and Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.

3 Assistant Professor, Department of Educational and Personality Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran.

4 Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran.

Abstract

Evidence has shown that the development of anti-bullying programs to prevent and intervene in the increasing phenomenon of peer violence in schools accompanied by a special focus on the role of teacher self-efficacy. Undoubtedly, in order to understand the role of teacher anti-bullying self-efficacy in determining the effectiveness of anti-bullying psychoeducational interventions in schools, access to a theoretical framework and measurement instruments is essential. Therefore, this study aimed to investigate the factor structure and psychometric properties of the Persian version of the Dublin Anti‑bullying Self‑Efficacy Scale for Teachers (DABSE‑T). In this descriptive survey study, 500 first-year secondary school teachers (250 females and 250 males) from public schools in District 11 of Tehran selected using convenience sampling method and responded to the Dublin Anti‑bullying Self‑Efficacy Scale for Teachers (Feijóo et al., 2025), the Flourishing Scale (Weiner et al., 2010) and the Psychological Capital Questionnaire (Luthans et al., 2007). The results of the confirmatory factor analysis statistical method empirically supported a factor structure including five dimensions of identification, urgency, responsibility, knowledge, and reporting in the anti-bullying self-efficacy scale for teachers. Also, the correlation between the dimensions of the anti-bullying self-efficacy scale with the dimensions of teachers' psychological capital and their professional development supported the criterion validity of the scale. The internal consistency coefficients of the scale dimensions obtained using Cronbach's alpha method in the range of 0.79 to 0.89. Overall, the results of this study, by replicating the five-factor structure of the DABSE‑T, while supporting the validity of its underlying theoretical perspective, provided convincing evidence in support of the acceptability of the technical, validity, and reliability characteristics of the Persian version of the scale

Keywords

Main Subjects

References

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