Work

Teachers’ self-efficacy beliefs about trauma-informed education practices

Year: 2025

Type: article

Abstract: • Three distinct facets of teacher belief about trauma-informed practice were validated. • Results validated conceptual dimensions of trauma-informed practice. • Preservice teachers had comparatively higher levels of efficacy for self-regulation and resilience than trauma-responsive strategies. This study situated preservice teacher self-efficacy beliefs within the context of trauma-informed education practices. The study aimed to validate a measure of teacher self-efficacy for trauma-informed practice as a key component of research on the effectiveness of trauma-informed practice. Using confirmatory factor analysis, the psychometric properties of results supported three conceptually distinct factors of trauma-informed education practice: self-efficacy to recognize and realize the importance and impact of trauma in classrooms, to utilize strategies that are responsive to the needs of students impacted by trauma, and to apply their own strategies for managing the wellbeing and resiliency demands that commonly impact teachers working with students who have experienced traumatic stressors. Future directions suggest recommendations and strategies to increase self-efficacy beliefs within teacher education and training in addition to supporting teachers through whole-of-school approaches toward trauma-informed education implementation.

Source: International Journal of Educational Research

DOI: 10.1016/j.ijer.2025.102589

Authors: Michael Witter, Tom Brunzell

Institutions: Australian Catholic University, The University of Melbourne

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,470