Boosting Teachers’ Anti-Bullying Efficacy: Evidence from a Training-Based Intervention in Indonesian Schools

Abstract

Bullying remains a persistent problem in Indonesian schools despite the existence of national policies and teacher training initiatives, many of which have not been systematically evaluated or demonstrated effectiveness in strengthening teachers’ readiness to intervene. Previous programs have tended to emphasize policy compliance or general awareness, leaving a critical gap in empirically tested, skills-based training that enhances teachers’ self-efficacy and intervention capacity, particularly within the Indonesia educational context. Addressing this gap, the present study aimed to examine the effectiveness of a structured, interactive teacher training program in improving teachers’ anti-bullying efficacy. Using a quantitative one-group pretest-posttest design, the study involved 30 elementary school teachers who participated in a two-day training incorporating lectures, case-based discussions, role-play, and guided reflection. Teachers’ knowledge, confidence, and perceived behavioral control related to bullying intervention were assessed before and after the training. Paired-sample t-tests analysis revealed a significant improvement in posttest scores compared to pretest scores (t = -2.576; p = .015), with a moderate effect size (r = .43), indicating a meaningful enhancement in teachers’ preparedness to address bullying. This findings suggests that even short-term, interactive training can effectively strengthen teachers’ anti-bullying efficacy when grounded in behavioral and empowerment-based frameworks. Practically, the study highlights the importance of integrating skills-based training into ongoing teacher professional development to support school-based bullying intervention. At a broader level, the findings contribute empirical evidence from a non-Western context, reinforcing the theoretical relevance of teacher self-efficacy and behavioral intention in bullying intervention and informing policy efforts to develop more effective, evidence-based prevention strategies.