Revisiting the healthy context paradox and emotional contagion debate: A preregistered replication study on the interplay of teacher victimization, burnout, and school climate in the United States.

In response to the "replication crisis," this conceptual replication study builds upon the work of Yang, Chan, Lin, and Chen (see record 2022-35868-001) conducted in China, exploring the interplay between teacher victimization, school climate, and teacher burnout among 504 K-12 teachers in the United States. Sequential linear regression analyses revealed that while a positive school climate generally protected teachers against burnout, it paradoxically intensified burnout for teachers experiencing specific forms of victimization. Statistically significant moderation effects showed that teachers who encountered higher levels of social/relational victimization reported increased depersonalization in more supportive school climates, while teachers experiencing cyber victimization exhibited greater feelings of reduced personal accomplishment within supportive school environments. These results support the healthy context paradox, suggesting that victimization can feel particularly isolating and detrimental within otherwise supportive settings, challenging the assumption that positive environments are universally protective. Contrary to the emotional contagion hypothesis, positive climates did not buffer the negative influence of victimization but rather accentuated feelings of alienation and burnout. These findings highlight the necessity of nuanced approaches to school climate interventions, particularly in addressing less overt forms of victimization. The study holds critical implications for policy and practice in addressing teacher well-being and retention amid growing concerns about school violence and mental health. (PsycInfo Database Record (c) 2026 APA, all rights reserved).