Bridging the Knowledge-Behavior Gap: A PLS-SEM Analysis of Cybersecurity Awareness Among Indonesian Teachers

Bridging the Knowledge-Behavior Gap: A PLS-SEM Analysis of Cybersecurity Awareness Among Indonesian Teachers | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Bridging the Knowledge-Behavior Gap: A PLS-SEM Analysis of Cybersecurity Awareness Among Indonesian Teachers Yudi Setiawan, Ade Gafar Abdullah, Haipan Salam This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9035559/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Despite growing digital integration in education, teachers' cybersecurity practices remain inadequately understood, particularly in developing contexts. This study examines the relationships between cybersecurity knowledge, ethics, and behavior among Indonesian K-12 teachers using partial least squares structural equation modeling (PLS-SEM). Survey data from 233 teachers reveal a paradox: while knowledge significantly predicts protective behaviors (β = 0.388, p < 0.001), ethical awareness shows no significant relationship with behavior (β = 0.040, p = 0.623). The model explains 16.8% of variance in cybersecurity behavior. Measurement model analysis demonstrates excellent reliability (Cronbach's α > 0.93) and discriminant validity (HTMT < 0.42), though convergent validity issues (AVE < 0.50) necessitated item purification. These findings challenge prevailing assumptions that ethical frameworks automatically translate into secure practices. We theorize this disconnect reflects a moral licensing effect, wherein ethical awareness paradoxically reduces behavioral vigilance. The study contributes to cybersecurity education theory by (1) empirically demonstrating the insufficiency of ethics-based interventions, (2) establishing knowledge-as-capability as the primary behavioral determinant, and (3) introducing context-specific measurement instruments validated in non-Western educational settings. Practical implications suggest redirecting teacher professional development from values-based to competency-based cybersecurity training. Cybersecurity education Teacher professional development PLS-SEM Knowledge-behavior gap Information security awareness Digital literacy Full Text Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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This study examines the relationships between cybersecurity knowledge, ethics, and behavior among Indonesian K-12 teachers using partial least squares structural equation modeling (PLS-SEM). Survey data from 233 teachers reveal a paradox: while knowledge significantly predicts protective behaviors (β\u0026thinsp;=\u0026thinsp;0.388, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), ethical awareness shows no significant relationship with behavior (β\u0026thinsp;=\u0026thinsp;0.040, p\u0026thinsp;=\u0026thinsp;0.623). The model explains 16.8% of variance in cybersecurity behavior. Measurement model analysis demonstrates excellent reliability (Cronbach's α\u0026thinsp;\u0026gt;\u0026thinsp;0.93) and discriminant validity (HTMT\u0026thinsp;\u0026lt;\u0026thinsp;0.42), though convergent validity issues (AVE\u0026thinsp;\u0026lt;\u0026thinsp;0.50) necessitated item purification. These findings challenge prevailing assumptions that ethical frameworks automatically translate into secure practices. We theorize this disconnect reflects a moral licensing effect, wherein ethical awareness paradoxically reduces behavioral vigilance. The study contributes to cybersecurity education theory by (1) empirically demonstrating the insufficiency of ethics-based interventions, (2) establishing knowledge-as-capability as the primary behavioral determinant, and (3) introducing context-specific measurement instruments validated in non-Western educational settings. 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