Committee Chair

Rausch, David W.

Committee Member

Crawford, Elizabeth K.; Pratt, Allen; Williamson, Cindy T.

Department

Dept. of Applied Leadership and Learning

College

College of Health, Education, and Professional Studies

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Educators play a pivotal role in supporting students who have experienced trauma, yet the emotional toll of this work is often underestimated. This mixed-methods study examined the influence of trauma-informed self-care (TISC) practices on compassion satisfaction, compassion fatigue, secondary traumatic stress (STS), and burnout among K–12 educators in a large southeastern Tennessee district, including Priority Schools serving high-poverty communities. A total of 157 educators were surveyed, while 32 educators participated in focus groups to provide deeper insight into self-care supports. Quantitative analyses revealed that higher levels of TISC engagement were significantly associated with increased compassion satisfaction and personal accomplishment, and reduced compassion fatigue and emotional exhaustion. However, TISC practices did not significantly reduce STS, suggesting limits to the effectiveness of individual self-care in addressing vicarious trauma. Qualitative findings underscored educators’ calls for systemic supports such as administrative prioritization of mental health, peer networks, and embedded professional learning to sustain their well-being and professional resilience. Together, the results highlight both the protective role of trauma-informed self-care and the need for organizational change to address educator burnout and retention, particularly in post-pandemic contexts. Implications include the integration of TISC into professional development and policy initiatives to enhance teacher well-being, strengthen student–teacher relationships, and ultimately improve student outcomes.

Acknowledgments

When I began this program over seven years ago, I never could have anticipated the depth of life experiences or the lessons in humility, patience, and perseverance I would gain. This journey has been a marathon, not a sprint, and I am deeply grateful to those who have supported and encouraged me along the way. First and foremost, I would like to thank my committee chair, Dr. David Rausch, whose expertise and guidance have been invaluable. I will always remember your enthusiasm for this study when it was just a proposal. What may have seemed like an inconsequential moment in your career was truly a defining moment for me. The memory of that encouragement often provided me with the drive I needed to keep pushing forward throughout this process. I am also endlessly grateful to Dr. Elizabeth Crawford, another member of my committee, for her deep knowledge, passion for this program, and unwavering support. Your patience, gentle prompting, and genuine enthusiasm for me on this journey have meant more to me than words can express. Having you in my corner has been a tremendous blessing and I will never be able to adequately thank you for the support you’ve given me. I would also like to express my sincere thanks to my committee members, Dr. Allen Pratt, Dr. Cindy Williamson, and Dr. Steven Banks (a former member of my committee) for their time, expertise, and valuable feedback. I am profoundly indebted to my research participants, whose time, candor, and willingness to share their experiences made this study possible. Your dedication to education, vi amidst incredible challenge, is an often-underappreciated gift to our communities. It is my prayer that this work reaches the decision-makers who can facilitate the change you all deserve. My heartfelt thanks go to my colleagues in Cohort 13. I have learned so much from each of you over the years, and watching your careers progress continues to inspire me. A special shout-out goes to my cohort bestie, Lexi Homesley-King. Without your encouragement, I would have given up on myself a long time ago. Your friendship is one of the greatest blessings from this process and I will forever be grateful for you. Thank you for cheering me on in every possible way. Lastly, I wish to thank my family and friends for their endless love, patience, and unwavering belief in me. To my family, whose sacrifices and encouragement have been the foundation of my academic journey, I am forever grateful. To my besties, Modupeola Ogunsakin, Jess(ie) MacLagan, Joleen Creviston, Roxanne Caldwell, Stacey Carpenter and Nicole Galletta, thank you for believing in me for the greater part of my life. Each of you has held me up at various points during this process, and I am endlessly grateful. To my husband, Loman, while your name comes last in this list of acknowledgments, there are no words that can fully express how much it means to me that you have never wavered in your belief in my potential. Your confidence in me is the greatest motivator in my life and I am profoundly grateful to you for encouraging me throughout this process. You, more than anyone else, have sacrificed so much to make this possible. We did this together. The completion of this dissertation is a testament to the unwavering support of these incredible individuals, and I am truly fortunate to have had the chance to grow alongside them. May the Lord bless and keep each of you.

Degree

Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.

Date

12-2025

Subject

Burn out (Psychology); Secondary traumatic stress; Trauma-informed pedagogy

Keyword

trauma-informed self-care; compassion fatigue; secondary traumatic stress; educator burnout; teacher well-being; K–12 education

Document Type

Doctoral dissertations

DCMI Type

Text

Extent

xiii, 128 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nc-nd/4.0/

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