Abstract
<title>Abstract</title> <p>International educators are increasingly experiencing a form of bullying known as 'teacher-targeted bullying' (TTB), yet research on it remains limited. This mixed-methods study used TALIS 2018 data, national well-being surveys, and qualitative interviews to examine the experiences of IETs in twelve countries. It explored the relationships between cultural distance, school climate, classroom disruption, institutional support, and victimisation through the lens of Lindner's humiliation theory and Bronfenbrenner's ecological model. Between one-fifth and one-half of IETs experienced verbal harassment and/or classroom disruption. A positive school climate and discipline appeared beneficial to IETs, whereas cultural distance and frequent disruption were detrimental. Qualitative evidence highlighted issues of delegitimised authority, cultural isolation, and teachers' coping strategies in the context of institutional neglect. The study calls for more robust cultural training, more explicit institutional security measures, and international protective procedures for mobile educators.</p>