<p>Considerable research highlights teachers’ crucial role in addressing school bullying, with their responses varying depending on factors like their own bullying history. However, evidence linking teachers’ personal bullying history to their responses remains limited and inconsistent, suggesting additional variables may be involved. Therefore, the main aim of this study was to examine whether the association between teachers’ personal history of bullying involvement, either as perpetrators or victims, and their intentions to engage in anti-bullying interventions is mediated by their self-efficacy in addressing school bullying and moderated by their social dominance orientation (SDO). A questionnaire was completed by 690 Israeli school teachers. Findings show that teachers’ history of bullying involvement, whether as perpetrators or victims, negatively associated with their intentions to engage in antibullying interventions. Teachers’ self-efficacy in addressing bullying mediated these associations, and their SDO moderated them. These findings may inform the development of more effective, teacher-focused antibullying interventions.</p>