Bullying is identified as an international concern among adolescents (Craig et al., 2009). Unfortunately, school-wide anti-bullying programs have exhibited inconsistent efficacy in reducing bullying and victimization among students (Farrington & Ttofi, 2009; Gaffney et al., 2019; Jimenez-Barbero et al., 2016; Merrell et al., 2008; Smith et al., 2004). Teachers are perceived as responsible for intervening and implementing bullying prevention programming (Craig et al., 2011; Craig et al., 2000; Kochenderfer-Ladd, & Pelletier, 2008; Yoon & Kerber, 2003), however, many teachers feel ill-equipped to manage student bullying (Lester et al., 2018). Additionally, teacher stress may influence their capacity to intervene effectively. The current study aimed to address current gaps in the literature by examining teachers' intended bullying intervention as predicted by their bullying attitudes and perceptions of school climate. Occupational stress was assessed as a mediating variable. Participants were recruited from across the United States using Amazon Mechanical Turk (MTurk), and four structural equation models were conducted to examine the hypothesized relationships. Results suggest that teachers' perceptions about school climate and their attitudes about how bullying is managed predict their intended interventions for bullying. Further, the findings indicate that occupational stress helps to explain the relationship between teachers' harmful attitudes about bullying (i.e., dismissive and normative) and intended intervention. Implications for future research and applications are discussed. [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.]