Abstract:

Teaching is a challenging and rewarding career with significant difficulties and a steep learning curve in the 1st year. Recent research has highlighted the need for supplementary training to equip new teachers with the skills necessary to address their students' diverse needs effectively. This quantitative quasi-experimental study investigated the impact of trauma-informed care (TIC) training on the self-efficacy of 1st-year teachers in Northern Texas. The research addressed the problem that many novice educators enter the profession without adequate preparation to support students affected by trauma, which can contribute to teacher attrition and diminished student outcomes. Grounded in Bandura’s social learning theory and the framework of adverse childhood experiences (ACEs), the study explored whether TIC training enhances teachers’ confidence in classroom management, instructional strategies, and student engagement. Participants (n = 130) were recruited from online teaching communities and assigned to either a control group that received standard crisis prevention training or an intervention group that received additional TIC instruction. The Teachers’ Sense of Self-Efficacy Scale (TSES) was administered pre- and post-intervention to measure changes in perceived self-efficacy. Data were analyzed using a mixed-design ANOVA, with reliability confirmed via Cronbach’s alpha, and assumptions of normality and homogeneity of variance were tested. While results did not yield statistically significant differences between groups, both demonstrated increased self-efficacy over time. The intervention group showed modest, non-significant gains across all domains, suggesting potential benefits of TIC training. These findings underscore the significance of long-term professional development and the necessity of incorporating trauma-informed practices into positive behavior supports as part of classroom management training. Future research may include larger samples, and extended follow-up periods are recommended to better capture the long-term and cumulative effects of trauma-informed training on teacher efficacy and student outcomes. A key takeaway from this study is that when implemented with intention and sustained support, Trauma-Informed Care (TIC) has the potential to make a meaningful difference in teacher practice.

Keywords:

Trauma-informed Care, Self-efficacy, Bandura’s Social Learning Theory, Classroom Management, Instructional Strategies.