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The Maine Teacher Resilience Study : = Using SEM to Create a Teacher Costs to Caring Resilience Model.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Maine Teacher Resilience Study :/
Reminder of title:	Using SEM to Create a Teacher Costs to Caring Resilience Model.
Author:	Brown, Sherry Pineau.
Description:	1 online resource (195 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: B.
Contained By:	Dissertations Abstracts International83-05B.
Subject:	Anxiety. -
Online resource:	click for full text (PQDT)
ISBN:	9798544201748

The Maine Teacher Resilience Study : = Using SEM to Create a Teacher Costs to Caring Resilience Model.
Brown, Sherry Pineau.

The Maine Teacher Resilience Study :Using SEM to Create a Teacher Costs to Caring Resilience Model. - 1 online resource (195 pages)

Source: Dissertations Abstracts International, Volume: 83-05, Section: B.

Thesis (Ph.D.)--The University of Maine, 2020.

Includes bibliographical references

For decades, researchers have understood the deleterious emotional and psychological effects that can result from working with individuals who have experienced trauma and adverse childhood experiences (ACEs) including vicarious traumatization, compassion fatigue, secondary traumatic stress (STS), burnout, and an intent to leave the profession (Figley, 1995; McCann & Pearlman, 1990; Stamm, 1999). Figley (1995) deemed such effects as an almost inevitable "cost to caring" (p.1) for those who have experienced adversity. Teachers, however, have been largely left out of the discussion surrounding such effects. The purpose of this quantitative study is two-fold. First, the purpose is to understand the extent to which Maine teachers experience costs to caring defined in this study as STS, burnout, and a desire to leave the profession. The second purpose is to test a conceptual Teacher Costs to Caring Resilience Model (TCCRM) using structural equation modeling (SEM). The purpose of the TCCRM is to aid in the understanding of risk and protective factors that contribute to teachers' costs to caring. The TCCRM is theoretically based on the Compassion Fatigue Resilience Model (Ludick & Figley, 2017). The sample for this study consisted of 542 K-12 Maine teachers who were members of the Maine Education Association, the state-level chapter of the National Education Association. Data was collected online using The Maine Teacher Resilience Survey during February and March of 2020. Findings suggest that personal resilience and compassion satisfaction have a strong negative direct effect on costs to caring. Further, working in a positive school climate showed a strong negative indirect effect on costs to caring. Additionally, teachers who have personally experienced ACEs may be at a slightly higher risk of experiencing costs of caring than those who have not. Using a systems-based approach at school, district, and state levels based on a final TCCRM to mitigate risks associated with teacher cost to caring is suggested.

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

Mode of access: World Wide Web

ISBN: 9798544201748Subjects--Topical Terms:

556033
Anxiety.
Index Terms--Genre/Form:

554714
Electronic books.

The Maine Teacher Resilience Study : = Using SEM to Create a Teacher Costs to Caring Resilience Model.
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520 $a For decades, researchers have understood the deleterious emotional and psychological effects that can result from working with individuals who have experienced trauma and adverse childhood experiences (ACEs) including vicarious traumatization, compassion fatigue, secondary traumatic stress (STS), burnout, and an intent to leave the profession (Figley, 1995; McCann & Pearlman, 1990; Stamm, 1999). Figley (1995) deemed such effects as an almost inevitable "cost to caring" (p.1) for those who have experienced adversity. Teachers, however, have been largely left out of the discussion surrounding such effects. The purpose of this quantitative study is two-fold. First, the purpose is to understand the extent to which Maine teachers experience costs to caring defined in this study as STS, burnout, and a desire to leave the profession. The second purpose is to test a conceptual Teacher Costs to Caring Resilience Model (TCCRM) using structural equation modeling (SEM). The purpose of the TCCRM is to aid in the understanding of risk and protective factors that contribute to teachers' costs to caring. The TCCRM is theoretically based on the Compassion Fatigue Resilience Model (Ludick & Figley, 2017). The sample for this study consisted of 542 K-12 Maine teachers who were members of the Maine Education Association, the state-level chapter of the National Education Association. Data was collected online using The Maine Teacher Resilience Survey during February and March of 2020. Findings suggest that personal resilience and compassion satisfaction have a strong negative direct effect on costs to caring. Further, working in a positive school climate showed a strong negative indirect effect on costs to caring. Additionally, teachers who have personally experienced ACEs may be at a slightly higher risk of experiencing costs of caring than those who have not. Using a systems-based approach at school, district, and state levels based on a final TCCRM to mitigate risks associated with teacher cost to caring is suggested.
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