Palabras clave
Teacher response
TRBQ
Measurement invariance Acoso escolar
Respuesta del profesorado
TRBQ
Invarianza métrica
Cómo citar
Resumen
Antecedentes: La percepción del alumnado sobre la respuesta del profesorado desempeña un papel fundamental en el acoso escolar, ya que se relaciona estrechamente con su implicación en el fenómeno. Sin embargo, en España no existen instrumentos validados que evalúen adecuadamente este constructo. Este estudio pretende validar el Teachers’ Responses to Bullying Questionnaire (TRBQ) en España, examinar su invarianza métrica por nivel educativo, género y rol de implicación, y describir la respuesta del profesorado percibida en función de estas variables. Método: Participaron 1,241 estudiantes españoles (48.8% chicas; 48.3% de primaria; Medad = 12.00; DT = 1.79; rango = 9-18 años). Resultados: El AFE reveló una estructura trifactorial—no intervención, estrategias psicoeducativas restaurativas y métodos disciplinarios—con un ajuste adecuado, confirmado por el AFC. El instrumento mostró una fiabilidad adecuada e invarianza métrica. Las chicas percibieron la intervención del profesorado como más frecuente. Las estrategias restaurativas fueron mayores en primaria, la no intervención en secundaria. El alumnado no implicado informó de más intervenciones restaurativas; los agresores-víctimas reportaron mayor no intervención; y los agresores mayor uso de métodos disciplinarios. Conclusiones: La adaptación española y validación del TRBQ representa una valiosa herramienta para evaluar la respuesta del profesorado al acoso escolar.
Citas
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