Date

11-2021

Department

School of Behavioral Sciences

Degree

Doctor of Education in Community Care and Counseling (EdD)

Chair

Vasti Holstun

Keywords

Child Trauma, Teacher, Self efficacy

Disciplines

Counseling

Abstract

The role of trauma-informed education is becoming a topic of discussion for many school leaders and administrators during the COVID-19 pandemic. The purpose of this study was to explore the relationship between trauma training, education, experience, and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, teaching, and managing behaviors of students with trauma history. Previous research highlighted a lack of teacher input when developing trauma-informed education within school settings. This correlational study investigated factors associated with educator trauma training, education, experience, and self-efficacy. Data were collected from a city school system in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables educator trauma training, education, experience, and self-efficacy scores. This research study found a significant positive correlation between educator trauma training, education, experience, self-efficacy, and teaching traumatized children. It also found a significant positive correlation between trauma training, education, experience, self-efficacy, and teacher responses to student behavior. There was no correlation between trauma training, education, experience, self-efficacy, and perceptions of student behavior. The implications of this research are to find potential professional development gaps for administrators, school leaders, and researchers in developing trauma-informed care programs.

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