This study examined how workplace bullying affects work engagement among public elementary school teachers in Bandung, Indonesia, and whether supervisor support acts as a buffer against this negative impact. A total of 366 teachers completed a cross-sectional survey comprising the Negative Acts Questionnaire-Revised (NAQ-R), the Utrecht Work Engagement Scale (UWES-9), and a supervisor support subscale. Multiple regression analysis revealed that workplace bullying significantly reduced teacher engagement (R^2=.08,p<.001), supporting the first hypothesis. However, hierarchical moderated regression showed that the interaction between bullying and supervisor support was not statistically significant (p=.117). Supervisor support, therefore, failed to moderate the relationship, leaving the second hypothesis unsupported. These results indicate that supportive leadership alone cannot offset the harm caused by workplace bullying, underscoring the need for school administrators to implement direct anti-bullying policies. The findings are discussed through the lens of the Job Demands-Resources model and the high-context, hierarchical culture of Indonesian public schools, offering actionable insights for teacher retention and well-being.
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