DOI
https://doi.org/10.25772/TNM5-M457
Author ORCID Identifier
0000-0001-7577-9950
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Sharon Zumbrunn
Abstract
The current body of literature clearly demonstrates the high prevalence of student trauma and the significant impact of trauma on adolescents' well-being and academic outcomes. Middle school teachers are uniquely positioned to support adolescents experiencing trauma using trauma-informed educational practices (TIEP), however, more work is needed to understand their self-efficacy beliefs for using TIEP. Thus, the purpose of this qualitative collective case study is to explore middle-school teachers' self-efficacy (TSE) beliefs for trauma-informed educational practices particularly as they relate to centering equity, and what factors impact those beliefs. Specifically, my study asks the following research questions, (1) How do middle school teachers describe their self-efficacy beliefs towards trauma-informed educational practices? (2) How do middle school teachers describe their self-efficacy beliefs as they relate to centering equity in trauma-informed educational practices? (3) How do middle school teachers describe factors that impact their self-efficacy beliefs towards trauma-informed educational practices? (3a) How do middle school teachers describe COVID-19 and its consequences impacting their self-efficacy towards trauma-informed educational practices? And (3b) How do middle school teachers describe the continued displays of racial and social injustice and responses to them as impacting their self-efficacy as they relate to centering equity in trauma-informed educational practices? Four middle school teachers from an urban faith-based independent school were included as cases in this study. Multiple sources of evidence (demographic questionnaire, semi-structured individual interview, follow-up in-depth member checking interview, teacher beliefs questionnaire) were collected to provide a comprehensive understanding of each case. Within– and cross-case analyses were conducted to identify similarities and differences across cases. Findings indicate that these teachers hold high self-efficacy beliefs for TIEP, specifically in terms of empowering and connecting with students. Participants also reported high levels of TSE for equity-centered TIEP, particularly on an individual level. Further, teachers were mixed in their level of self-efficacy towards preventing trauma. Teachers largely pointed to their prior knowledge and experience as well as the broader school, community, and state level context as impacting their self-efficacy beliefs. Teachers shared the impact of COVID-19 and public displays of continued social and racial injustices on their students and their self-efficacy, including increased perceived importance of TIEP and higher TSE for facilitating conversations around race and equity. Implications for theory include using the proposed conceptual framework to further examine TSE for TIEP, particularly as those beliefs relate to equity in TIEP. Pre-service and in-service training for educators should work to better prepare teachers to respond to and prevent trauma as aspects of TIEP. Further, teachers should be supported in their understanding of trauma as situated within broader systems that perpetuate trauma (Goldin et al., 2023) and promote responding to student behavior with TIEP rather than discipline. School leadership should promote collaborative school environments and implement policies and practices that support consistent teacher implementation of TIEP.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
8-7-2023