Teacher-targeted victimization remains an under-integrated dimension of school violence research. This systematic review follows PRISMA 2020 guidelines and synthesizes 56 empirical studies (2015–2026) examining how teacher-targeted victimization is conceptualized and analyzed. The review maps patterns in geographic distribution, methodology, behavioral aggression forms, perpetrator framing, and the integration of institutional variables. Findings reveal the predominance of quantitative cross-sectional designs (75.9%). Physical (n = 28) and verbal aggression (n = 26) are the most frequently examined forms, with over half of the studies conceptualizing aggression as exclusively student-perpetrated. Institutional and governance variables remain limited: 84.8% of studies include no institutional variables beyond exposure or rely solely on general school climate indicators, while governance-level constructs appear in only one study. Drawing on Organizational Justice Theory and Institutional Theory, the review advances a Multilevel Institutional Accountability Model that conceptualizes teacher-directed aggression across behavioral exposure, institutional processing, and governance architecture. The findings highlight the need for greater integration of institutional and governance variables in future research.  

Binary classifications of teaching as transmission or constructivism obscure how participation, authority, knowledge practices, and conceptual work can vary within one lesson. This article introduces the social, procedural, epistemic, and conceptual (SPEC) framework for episode-level lesson analysis. SPEC was developed through a structured purposive theory synthesis rather than an exhaustive systematic review. A documented corpus of foundational traditions, observation systems, and targeted verification sources was compared using explicit inclusion, boundary, and disposition rules. Candidate constructs were assigned by observable target; three indicators per dimension were retained as a parsimonious authorial proposal; and qualitative descriptors were generated from theoretically warranted adjacent distinctions checked against cross-dimensional counterexamples. The dimensions are analytically distinguishable but potentially related. Their descriptor codes form non-additive, non-normative profiles rather than composite scores or judgments of teaching quality. An instructional episode is the primary unit; a hypothetical transcript illustrates indicator coding, opportunity/evidence flags, and rejection of nearby alternatives. SPEC is an initial conceptual proposal requiring operationalization, reliability examination, and validity testing. Ordering, thresholds, and cross-domain use require study before evaluative application.