Date
4-17-2024
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Shannon P. Warden
Keywords
trauma-informed practices, teacher training, adverse childhood experiences, meaningful work, self-efficacy
Disciplines
Education | Social and Behavioral Sciences
Recommended Citation
Kahrs, Alicia M., "The Impact of Trauma-Informed Training, Self-Efficacy, and Work Task Motivation on Meaningful Work for K-12 Public Education Teachers" (2024). Doctoral Dissertations and Projects. 5393.
https://digitalcommons.liberty.edu/doctoral/5393
Abstract
Over the past decade, schools have increasingly adopted trauma-informed practices (TIP) due to research confirming the negative impact of adverse childhood experiences (ACEs) and trauma on children and youth. This study explored how trauma-informed training affects teachers’ experiences of meaningful work. The study is based on the theoretical frameworks of Deci and Ryan’s self-determination theory (SDT) and Bandura’s self-efficacy theory, as well as Rosso et al.’s (2010) research on meaningful work. The research used a quasi-experimental, nonequivalent group posttest-only design to measure the impact of trauma-informed training on teachers’ sense of meaningful work. Additionally, this study examined the relationship between teachers’ self-efficacy and work motivation for meaningful work. The study used three instruments to survey teachers: the Teacher’s Sense of Self-Efficacy Scale (TSES), the Work Tasks and Motivation Scale for Teachers (WTMST), and the Work and Meaning Inventory (WAMI).
