The Role of Teacher-Student Relationships in Minimizing Cyberbullying Behavior in the School Environment
Keywords:
Cyberbullying, Teacher-Student Relationship, School Environment, Adolescent Behavior, Preventive InterventionAbstract
Cyberbullying severely impacts adolescent mental health, academic performance, and social development. This study investigates the role of teacher-student relationships (TSR) in minimizing cyberbullying among middle and high school students in East Java, Indonesia. Utilizing a convergent mixed methods design, quantitative data were gathered from 385 students across eight schools using the Cyberbullying Questionnaire (CBQ) and Student Teacher Relationship Scale (STRS). Qualitative data were obtained via semi structured interviews with 24 purposively selected students and 12 teachers. Structural equation modeling revealed that TSR quality was a significant negative predictor of cyberbullying perpetration ($\beta = -0.471$, $p < 0.001$) and victimization ($\beta = -0.389$, $p < 0.001$). Three TSR dimensions emotional support, academic encouragement, and trust-based communication demonstrated distinct protective mechanisms. Qualitative findings illuminated how teachers' empathetic responsiveness, digital mentorship, and consistent boundary setting shaped students’ online behavioral norms, moderated by school climate and peer group composition. These findings underscore high quality TSR as a primary preventive resource in school based interventions, calling for the systematic integration of relationship centered pedagogy into teacher professional development.
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