Once Bitten, Twice Targeted: Longitudinal Patterns of Teacher Bullying

Using longitudinal survey data, this study examines predictors of teacher targeted bullying. Clustered logistic regression showed that prior traditional, cyber, and dual victimization increased odds of the same form (OR = 4.96, 4.64, and 4.67, respectively). Middle-school teachers consistently faced higher risk across models (ORs = 1.40–1.97), and teachers in schools with greater safety problems showed elevated odds of traditional (OR ≈ 1.09) and dual bullying (ORs = 1.13–1.16). Administrative support (OR ≈ 0.93) and colleague support (OR ≈ 0.92) reduced the odds of traditional victimization but showed no protective effects for cyber or dual forms. Racial differences emerged: compared with White teachers, Black teachers had lower odds of traditional victimization (OR ≈ 0.57), while teachers identifying as other race had higher odds of cyber (ORs = 2.28–2.32) and dual bullying (ORs = 1.89–1.94). Findings support targeted monitoring and policy interventions to effectively interrupt revictimization.