Date of Award
Fall 12-1-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
First Advisor
Terry McDaniel
Second Advisor
Bradley Balch
Third Advisor
Jim Roberts
Abstract
The purpose of this qualitative study was to determine if teachers’ lived experiences of trauma impact practices, relationships, and responses to student behaviors in the classroom. The common themes could allow colleges, school districts, and school leaders to reflect, develop, or improve access to therapeutic interventions and teacher self-discovery in the areas of self-awareness, self-regulation, and emotional intelligence. This qualitative study involved obtaining data from the Indiana Department of Education. The Indiana Department of Education provided email addresses for superintendents for public schools in Indiana. Superintendents received an email requesting teacher participation. If approved, teachers received the ACE survey. From the teachers’ responses to the ACE survey, 10 teachers were selected, consented, and interviewed. Six schools selected were from different settings, enrollment numbers, and socioeconomic statuses. Data were analyzed from each site to overcome themes before cross-analyzing data from all three sites for commonalities and differences. The themes identified from the 10 interviews were; adverse childhood experiences do in fact impact teaching practices, relationships, and responses to challenging student behaviors, schools and districts do not provide regular professional development opportunities for teachers, teacher preparation programs may not prepare teachers to handle students with challenging behaviors or offer the opportunity to reflect on one’s childhood trauma, therapy for teachers with a high ACE score is beneficial, and teachers may feel the burden of representation when working in their schools. Suggestions were provided for colleges, school districts and administrators to help future, v beginning and veteran teachers improve their self-discovery in the areas of self-regulation, self-awareness, and emotional intelligence, while also providing therapeutic interventions throughout their career.
Recommended Citation
Voelz, Casey, "Teachers’ Life Experience of Trauma and Its Impact in the Classroom" (2024). All-Inclusive List of Electronic Theses and Dissertations. 3147.
https://scholars.indianastate.edu/etds/3147
Included in
Educational Psychology Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons
