Abstract: Teacher immunity represents a core construct for understanding educators’ capacity to address occupational challenges and sustain instructional effectiveness. However, existing research predominantly conceptualizes it as static individual traits, neglecting dynamic ecological shaping mechanisms and developmental processes. This study systematically reconstructs teacher immunity theory using Bronfenbrenner’s Process-Person-Context-Time(PPCT) model from bioecological theory as a meta-framework, proposing the Bioecological Immunity Model. The research identifies four proximal processes including teacher-student interactions, colleague collaboration, reflective practice, and home-school-administrator communication as primary drivers of immunity development. It reconceptualizes teacher characteristics through dual roles as both antecedents and outcomes, elaborates multilevel contextual moderating functions and three-temporal-scale evolutionary significance, and differentiates between weak and strong versions of person-context synergistic mechanisms. The findings offer significant practical implications for optimizing proximal educational processes, building supportive school ecologies, and achieving sustainable enhancement of teacher professional development.