Perfiles del profesorado para la implementación de acciones educativas contra las ciberconductas antisociales y la enseñanza de las competencias socioemocionales y morales

The Internet favours adolescents’ social, cognitive, and academic development. However, the Internet also provides a medium for the manifestation of antisocial cyberbehaviours among adolescents, including cyberhate, cyberbullying, and cyber-dating violence. The high prevalence and negative consequences of these antisocial cyberbehaviours highlight the need to implement educational actions to prevent and reduce their impact in adolescent students. In this regard, teachers play a central role in the implementation of educational actions against antisocial cyberbehaviours. Thus, exploring teachers’ individual characteristics and pedagogical competencies that may be related to their implementation of educational actions against cyberhate, cyberbullying, and cyber-dating violence could provide valuable insights. Among these characteristics and competencies, teachers’ teaching of social, emotional, and moral competencies could be crucial, as these competencies are considered a protective factor against students’ antisocial cyberbehaviours. The teaching of social, emotional, and moral competencies constitutes a core element in students’ holistic development, with teachers serving as key agents in promoting this teaching. Therefore, analysing teachers’ individual characteristics and pedagogical competencies that may be related to their teaching of social, emotional, and moral competencies could generate significant insights. Indeed, evidence suggests that teachers’ social, emotional, and moral competencies may influence the teaching of these competencies through their perception of the importance of promoting these competencies and through their planning of this teaching. Therefore, the general objective of this research was to analyse the relationships between secondary education teachers’ individual characteristics and pedagogical competencies, and their implementation of educational actions against antisocial cyberbehaviours (cyberhate, cyberbullying, and cyber-dating violence), as well as their teaching of social, emotional, and moral competencies. This research was conducted with a sample of 1,597 teachers (56.8% female; 21-69 years old) from 40 secondary education schools in the province of Cordoba (Spain). The instrument used for the data collection was a self-report survey. This research employed a quantitative approach, integrating cross-sectional ex-post-facto, prospective longitudinal, and multilevel designs. The general objective of this research was pursued through the development of five empirical studies. The findings of these studies allowed three general conclusions to be drawn: 1.Teachers who have a higher level of experience with students with specific diversity; social, emotional, and moral competencies; digital competence; inclusive didactics; teaching of social, emotional, and moral competencies; and teaching of responsible and safe Internet use tend to be more engaged in their implementation of educational actions against cyberhate, cyberbullying, and cyber-dating violence. 2.Teachers who are female, have a higher level of experience with students with specific diversity; work in public-private schools; and have a higher level of social, emotional, and moral competencies; perception of the importance of promoting social, emotional, and moral competencies; and planning of the teaching of social, emotional, and moral competencies tend to be more engaged in their teaching of social, emotional, and moral competencies. 3.Teachers who have a higher level of social, emotional, and moral competencies tend to be more engaged in their teaching of social, emotional, and moral competencies, especially when they have a higher level of perception of the importance of promoting social, emotional, and moral competencies and have a higher level of planning of the teaching of social, emotional, and moral competencies. The findings of this research highlight the importance of promoting teacher training programmes that foster the identified key characteristics and competencies, supported by school environments that facilitate their performance. In addition, educational policies could encourage both initial and ongoing teacher education, thereby contributing to the implementation of educational actions against antisocial cyberbehaviours and to the teaching of social, emotional, and moral competencies.