Date of Award
Summer 8-1-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Applied Clinical and Educational Studies
First Advisor
Alyce Hopple
Second Advisor
Carrie Ball
Third Advisor
Rebecca Hinshaw
Abstract
Trauma experience is a pervasive problem for Indiana students that may hinder their functioning within the educational environment. Difficulty in addressing the impact of trauma for students often makes educators feel ineffective and is a contributing factor in educators leaving the profession. Trauma-informed care is an evidence-based framework of practice that may be implemented to mitigate the impacts of trauma for students. Indiana legislation now mandates pre-service educators receive education in trauma-informed care, but there is limited research on the current state of in-service educator trauma-informed care knowledge and skills, as well as the impact on their self-efficacy as educators. The present study explored the relationship between Indiana educator reports of trauma-informed care knowledge and skills and educator self-efficacy, as well as the influence of educator training in trauma-informed care on development of trauma-informed knowledge and skills and educator self-efficacy. The study also explored how demographic factors may contribute to educator trauma-informed care knowledge and skills and educator self-efficacy. Results of the study showed that reports of trauma-informed knowledge and skills predicted higher rates of teacher self-efficacy, and training increased TIC-KS. Implementing ongoing plans for trauma-informed care professional development for all educators may improve teacher self-efficacy thereby increasing teacher retention and student outcomes.
Recommended Citation
Aker, Megan N., "Trauma-informed Practice in K-12 Education: How Training, Knowledge, and Skills Impact Teacher Self-efficacy" (2025). All-Inclusive List of Electronic Theses and Dissertations. 3165.
https://scholars.indianastate.edu/etds/3165