<![CDATA[Purpose This study aimed to explain how teachers’ professional agency is enacted through social literacy practices in preventing bullying Methods An instrumental qualitative case study was conducted in an Indonesian primary school involving 24 purposively selected participants: eight classroom teachers, one principal, one student-affairs teacher, eight students, and six parents. Data were collected through semi-structured interviews, 18 observation sessions, and five school documents, then analyzed thematically using manual coding. Findings showed that professional agency developed through six processes: professional motivation and values, recognition of bullying patterns, professional judgment, selection of social literacy practices, preventive and responsive action, and monitoring and follow-up. Social literacy was enacted through empathy development, perspective-taking, ethical communication, inclusive group learning, and reflective dialogue. However, inconsistent teacher responses, limited supervision, non-standardized documentation, and incomplete school–family follow-up constrained sustained intervention. Research Implications that bullying prevention requires integrated teacher development, shared school procedures, and stronger family collaboration. Originality Its originality lies in positioning social literacy as the pedagogical mechanism linking teacher motivation, professionalism, and enacted performance within a context-dependent model of professional agency.]]>
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