Cyberbullying threatens student well-being and school safety, yet limited research has explored how teachers actively respond to it. This study investigated the beliefs and active strategies of 440 teachers to combat cyberbullying. It focused on how internal factors, including self-efficacy and professional responsibility, and external conditions, including school policies and institutional support, influenced prevention and intervention efforts. Findings showed that teachers’ proactive engagement was driven by confidence and a strong sense of duty, rather than mere concern. Active prevention strategies were positively linked to school initiatives, while intervention practices were negatively associated with existing institutional responses. Approximately 60% of teachers reported referring incidents to parents, school management, counselors, homeroom teachers, or ICT coordinators, indicating reliance on referral rather than direct personal involvement. This study revealed a critical gap between awareness and practice, underscoring the need for value-driven professional development and supportive policies that equip teachers to respond effectively to cyberbullying.