Relationships Between Empathy, Attitude Toward Trauma-Informed Care, and Teacher Self-Efficacy in Classroom Management

• In Event: Teacher Trauma and the Struggle for Self-Care and Well-Being

Abstract

Based on the responses of 146 American teachers to an online survey, this study found higher levels of teacher empathy to be associated with more positive teacher attitudes about the underlying causes of problem behaviors and symptoms exhibited by students; also, these positive attitudes (consistent with trauma-informed care) were associated with more efficacious feelings in teachers regarding their classroom management. Although caution is urged when drawing causal conclusions from correlational studies, the results highlight the potential importance of cultivating teacher empathy so trauma-informed practices can flourish in creating positive, safe classroom environments that increase learning opportunities for all students while possibly reducing departures from the teaching profession.

Authors

• Amanda Ray, Linden Unified School District

• Rachelle Kisst Hackett, University of the Pacific