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The Trauma Continuum : = Vicarious Trauma in Special Education Teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Trauma Continuum :/
Reminder of title:	Vicarious Trauma in Special Education Teachers.
Author:	Lawson-Watford, Arlisha D.
Description:	1 online resource (333 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: B.
Contained By:	Dissertations Abstracts International85-08B.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381713107

The Trauma Continuum : = Vicarious Trauma in Special Education Teachers.
Lawson-Watford, Arlisha D.

The Trauma Continuum :Vicarious Trauma in Special Education Teachers. - 1 online resource (333 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: B.

Thesis (Ph.D.)--University of Arizona Global Campus, 2023.

Includes bibliographical references

Special education teachers are subject to difficult working conditions in their provision of quality special education services to their students. Despite the severe working conditions that special education teachers endure, little research has considered the presence and impact of vicarious trauma (VT) in this specific population. The nature of the special education teacher role can lead to the manifestation of VT due to the combination of student, classroom, and administrative responsibilities and stressors these teachers endure, which can lead to attrition. This study examined the relationship between VT and job satisfaction among special education teachers who completed the Teaching and Learning International Survey (TALIS 2018) Teacher Questionnaire. A convenience sampling (N = 2,195) of special education teachers from the U. S. who participated in TALIS 2018 were included in this study. Multiple linear regressions were used to analyze the data and determine whether VT experiences predicted job satisfaction. The multiple linear regression analyses yielded significant findings for all four models, indicating a collective impact of predictor variables on criterion variables. Standardized beta coefficients compared the strength of the effect of each individual predictor variable to the criterion variables. The following predictor variables had strong and significant effects on job satisfaction: "Calm a student who is disruptive or noisy," "I experience stress in my work," "My job leaves me time for my personal life," "My job negatively impacts my mental health," "My job negatively impacts my physical health," "Having too much marking," "Having too much administrative work to do (e.g., filling out forms)," "Being held responsible for students' achievement," and "Being intimidated or verbally abused by students." Findings necessitate the need for educational leaders to recognize specific working conditions affecting special education teachers job satisfaction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381713107Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Job satisfactionIndex Terms--Genre/Form:

554714
Electronic books.

The Trauma Continuum : = Vicarious Trauma in Special Education Teachers.
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520 $a Special education teachers are subject to difficult working conditions in their provision of quality special education services to their students. Despite the severe working conditions that special education teachers endure, little research has considered the presence and impact of vicarious trauma (VT) in this specific population. The nature of the special education teacher role can lead to the manifestation of VT due to the combination of student, classroom, and administrative responsibilities and stressors these teachers endure, which can lead to attrition. This study examined the relationship between VT and job satisfaction among special education teachers who completed the Teaching and Learning International Survey (TALIS 2018) Teacher Questionnaire. A convenience sampling (N = 2,195) of special education teachers from the U. S. who participated in TALIS 2018 were included in this study. Multiple linear regressions were used to analyze the data and determine whether VT experiences predicted job satisfaction. The multiple linear regression analyses yielded significant findings for all four models, indicating a collective impact of predictor variables on criterion variables. Standardized beta coefficients compared the strength of the effect of each individual predictor variable to the criterion variables. The following predictor variables had strong and significant effects on job satisfaction: "Calm a student who is disruptive or noisy," "I experience stress in my work," "My job leaves me time for my personal life," "My job negatively impacts my mental health," "My job negatively impacts my physical health," "Having too much marking," "Having too much administrative work to do (e.g., filling out forms)," "Being held responsible for students' achievement," and "Being intimidated or verbally abused by students." Findings necessitate the need for educational leaders to recognize specific working conditions affecting special education teachers job satisfaction.
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