The present study examines teacher targeted bullying by students among secondary school teachers in the United States. The findings indicate that teachers with prior bullying experiences face significantly higher risks of repeated victimization, underscoring the need for early intervention and ongoing support. Also, teachers’ race and ethnicity, as well as their years of teaching experience, were associated with bullying victimization. Additionally, teachers in middle schools are at heightened risk, and perceived safety issues within the school environment are associated with increased teacher targeted bullying. Supportive relationships with colleagues were also a significant factor, highlighting the importance of collegial networks in reducing vulnerability. These findings align with the risk and protective factor approach, which emphasizes that understanding teacher targeted bullying could be enhanced by simultaneously considering multiple factors, such as teachers’ own vulnerabilities and their perceptions of the school environment. Policy implications and suggestions for future research are discussed.
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