Despite the growing prevalence of cyberbullying in India, there is a lack of empirical research available to guide school-based interventions. Employing a survey of 402 teachers in Indian schools, the present study utilized the theory of planned behavior (TPB) as a framework to examine the factors influential in encouraging teachers to intervene in school cyberbullying situations. The results reveal that attitude, subjective norms, and perceived behavioral control collectively explain 40.9% of the variance in intentions. Perceived responsibility accounts for additional variance explained. Conclusions inform the design of school-based interventions that aim to motivate teachers and provide them the resources necessary to mitigate the impact of cyberbullying in Indian schools.