A widely-studied topic across behavioral science and education fields, trauma and mental health are often focused on the needs of students rather than staff. This research addresses the reality of institutional systemic trauma (IST) experienced by middle school teachers in a public-school setting. Expanding on current definitions of trauma, IST is defined as the psychological and emotional effect of harmful, yet normalized, systems, policies, and norms within organizations. For educators, these organizations can be localized within both the school site or the district levels. Conducting a qualitative study at a Bay Area middle school, this research identified manifestations of IST within school settings, its impact on teachers' sense of self-efficacy, and ways in which teachers cope, resist and become agents of change within the system. Collecting data from 14 interview participants, analysis from responses indicate that production of IST results from lack in three main organizational areas: communication, trust, and inequitable policies and results in anxiety, dissociative behaviors, emotional irritability, and physical and mental weariness. While participants in this study indicated a high sense of effectiveness despite enduring consistent harmful working conditions, a need for healing from and transforming such systems was also highlighted. In utilizing a trauma-informed approach to address both the individual and organizational healing process, IST can be prevented and eliminated as educational systems are revamped and rebuilt. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]