Date of Award
11-29-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Jackie McBride, Robert Williams
Call Number
ISBN 9798342763325
Abstract
Influence of Teachers’ Secondary Traumatic Symptoms on Teacher Attrition in Low Socioeconomic Schools The current study investigated the pervasive issue of secondary traumatic symptoms (STS) among educators in South Carolina’s Title I secondary low socioeconomic status (SES) schools. The research problem centers on the influence of STS on teachers’ compassion fatigue (CF), burnout (BO), sense of satisfaction (SOS), and overall intention to resign (ITR) from the teaching profession. With the overarching goal of information interventions and support systems, the study was inspired by Ludick and Figley’s Compassion Fatigue Resilience (CFR) model and Figley’s work on CF. The current study employed a non-experimental cross-sectional design to explore the adverse outcomes of STS experienced by teachers and the influence that STS has on CF, BO, a SOS, and the ITR in low SES schools. A random sample of 131 participants, consisting of both novice and veteran teachers, responded to a questionnaire featuring validated instruments, including the Secondary Traumatic Stress Scale (STSS) by Bride et al. (2014) and an adapted Professional Quality of Life (ProQOL) scale developed by Stamm (2010). Multivariate data analysis strategies were employed, including ANOVA and multiple regression analysis, to analyze the data to address the research questions. The study’s findings revealed a predictive relationship between teachers’ experience of STS and the measured outcomes. Specifically, the regression analyses revealed that CF, BO, and the ITR could be predicted by the STS that teachers in low SES schools experience. The ANOVA revealed that there was a statistically significant difference in the level of BO, SOS, and ITR between novice and veteran teachers. The ANOVA also revealed that there was a statistically significant difference in the level of CF between male and female educators working in low-SES schools. This underscores the necessity for targeted support programs aimed at assisting educators who encounter STS while working with students affected by Adverse Childhood Experiences (ACEs). The study is expected to contribute valuable insights into the nuanced challenges faced by teachers working in low-SES schools as it highlighted the need for proactive support mechanisms, professional development initiatives, and tailored interventions in these school settings. The findings of the study call for a shift in the education landscape toward prioritizing teacher well-being, fostering resilience, and creating supportive work environments. Future research should explore longitudinal studies, expand participant diversity, and employ mixed methods approaches to comprehensively understand STS in educational settings.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Reilly, Danielle Ryan, "Influence Of Teachers’ Secondary Traumatic Symptoms on Teacher Attrition in Low Socioeconomic Status Schools" (2024). Student Theses and Dissertations. 39.
https://arch.astate.edu/all-etd/39
