Exploring Teacher and Staff Self-efficacy Towards Trauma-Informed Practices: Findings From a Research-Practice Partnership

• In Event: AERA Poster Session Saturday 3:45 pm
  In Poster Session: Motivating and Motivated: Experiences, Contexts, and Socializers

Abstract

Emerging from a research-practice partnership this study qualitatively explores K-12 teacher and staff self-efficacy beliefs towards trauma-informed practices (TIP) and what factors impact those beliefs. Leveraging an exploratory single case study design we conducted six individual interviews with Well-Being Specialists (WBS) and 19 first-year teachers. We used TIP and social cognitive theory to identify themes. Findings suggest WBS have high self-efficacy towards TIP whereas teachers experienced lower self-efficacy despite regular implementation of some TIP. Teachers and staff cited within school collaboration as supporting their self-efficacy. Although, some teachers reported challenges with balancing responsibilities, perceived lack of support in addressing student behavior, and their own well-being. Implications highlight opportunities for enhancing teacher self-efficacy through enhanced pre-service training, modeling and regular feedback.

Authors

• Margaret K. Powers, Washington University in St. Louis

• Megumi Grace Hine, Washington University in St. Louis

• Erica Ellsworth Miller, Washington University in St. Louis

• Sophie C. Song, Washington University in St. Louis

• Sharonica Hardin-Bartley, St. Louis Research Practice Collaborative