Moderating the Effect of Negative Affect Empathy on Teachers' Attitudes Toward Trauma-Informed Care Work (Poster 50): Division K - Section 08: Teachers’ Lives, Identities, and Journeys, Stage 1, 8:39 AM

• In Event: e-Lightening Ed-Talk Session 10 - Stage 1

Abstract

This quantitative study explores relationships between types of teacher empathy and teacher attitudes related to trauma-informed care (TIC). Multiple regressions were used to test whether the impact of negative affect empathy on responses to problem behavior/symptoms and reaction to trauma-informed care work vary by teachers’ level of positive affect empathy. Positive affect empathy was found to have a moderating effect on the impact of negative affect empathy for both responses and reactions to TIC work. The findings support Rogers’ humanistic learning theory and highlight the potential of fostering positive affect teacher empathy to improve teacher attitudes towards TIC, thereby creating equitable, supportive learning environments for students and decreasing the likelihood that teachers will experience burnout and leave the teaching profession.

Authors

• Amanda Ray, Linden Unified School District

• Rachelle Kisst Hackett, University of the Pacific