This study focused on the psychological growth experienced by school teachers (N = 100) after being exposed to violence against them. Anchored in the salutogenic approach of positive psychology, our model suggested that individual and interpersonal level resources work together to determine the extent to which teachers exposed to violence against them may also experience positive growth. Two models representing a mediating or moderating role of support in the associations between exposure to violence, emotional responses and growth were tested. Results indicate a possible mediation-moderation model: (a) A positive association exists between exposure to violence and negative emotions in teachers, with older teachers being less exposed and responding more positively. (b) Positive emotions mediated the associations between exposure to violence and growth. (c) Path Analysis confirms a moderation-mediation model highlighting social support’s moderating effect on the relationship between violence exposure and emotional outcomes, underscoring its significance in mitigating negative emotions and facilitating post-traumatic growth. These insights underscore the imperative for policy interventions that bolster social support systems for teachers, enhancing their emotional resilience and potential growth from traumatic experiences.
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