DEVELOPING A CYBERCRIME SELF-PROTECTION INSTRUMENT FOR TEACHERS: INTEGRATING THEORY OF PLANNED BEHAVIOR AND SELF-EFFICACY)
DOI:
https://doi.org/10.35631/JISTM.1144041Keywords:
Cybercrime, Cybersecurity Behaviour, Macau Scam, Self-Efficacy, Theory of Planned BehaviorAbstract
The increasing number of internet users in Malaysia has led to increased exposure to cybercrime risk. Among the various forms of cybercrime, telecommunication fraud like the Macau scam has become a major concern. This type of scam deceives individuals through phone calls and messages. Although various awareness campaigns have been conducted, the cases still occur. This shows that existing preventive efforts are insufficient to encourage sustained self-protective behaviour. Teachers are among the targeted groups by the scammers. However, only a few instruments have been developed specifically to examine the factors influencing teachers’ intention and self-protective behaviour. Therefore, this study aims to develop a structured questionnaire to investigate the factors influencing teachers’ intention to adopt self-protective behaviours against cybercrime. Intention serves as a mediating variable leading to self-protective behaviour in the Malaysian context. The instrument was developed by combining the Theory of Planned Behavior (TPB) and Self-Efficacy Theory. Its consisting of attitude, subjective norms, perceived behavioural control, self-efficacy, and intention to self-protect. 7-point Likert scale was used to measure the items. The questions were adapted from previous studies on cybercrime. A quantitative approach was used, and the questionnaire was pilot tested with teachers from a selected public school to assess the clarity of the items and the reliability and factor structure of the instrument. The pilot data were analysed using SPSS. Internal consistency of the items was assessed by using Cronbach’s alpha while Exploratory Factor Analysis (EFA) was used to examine the factor structure of the instrument. The preliminary results confirmed high internal consistency across all scales, with Cronbach’s alpha coefficients exceeding the 0.70 threshold. Ultimately, this study provided a validated, context-specific questionnaire that reliably measures teachers’ behavior to mitigate cyber risks, serving as a practical tool for future empirical research and policymaking.
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