You are here
THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ SOCIAL EMOTIONAL COMPETENCE AND TEACHER BURNOUT, SECONDARY TRAUMATIC STRESS, AND COMPASSION SATISFACTION
| Title: | THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ SOCIAL EMOTIONAL COMPETENCE AND TEACHER BURNOUT, SECONDARY TRAUMATIC STRESS, AND COMPASSION SATISFACTION. |
 90 views 52 downloads |
|---|---|---|
| Name(s): |
Glass, Bridget Kathleen, author Villares, Elizabeth, Thesis advisor Florida Atlantic University, Degree grantor Department of Counselor Education College of Education |
|
| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Date Created: | 2022 | |
| Date Issued: | 2022 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, Fla. | |
| Physical Form: | application/pdf | |
| Extent: | 207 p. | |
| Language(s): | English | |
| Abstract/Description: | Teachers are essential to the academic and social-emotional progress of children in the US (Jennings & Greenberg, 2009). American teachers work tirelessly to provide quality instruction in a safe learning environment that nurtures the educational and emotional needs of their students (Jennings & Greenberg, 2009). Many teachers report that the emotional toll of teaching has impacted their professional and personal lives in a negative way (Werner Juarez et al., 2020) As a result, teachers are vulnerable to the development of occupational hazards such as stress, burnout, and secondary traumatic stress (STS) which may diminish their professional quality of life (Richards, 2012). The literature indicates that the deterioration of professional quality of life is strongly correlated to more systemic problems in education, such as elevated attrition rates and the retention of highly qualified teachers (Schutz & Zembylas, 2009). The research suggests that indicators for these professional deficits may begin to present during the preparation phase of teaching (Miller & Flint-Stipp, 2019). However, most universities provide inadequate training for the protection and improvement of teacher well-being across the span of their careers (Schonert-Reichl, 2017). In addition, there has been little research invested in the development of compassion satisfaction, a protective factor in cultivating teacher resilience (Pérez-Chacón et al., 2021). The purpose of this study was to explore the relationship between social and emotional competence (SEC) and professional quality of life factors in pre-service teachers. A nonexperimental, correlational design was used to examined whether emotion regulation and relationship management skills is predictive of an educators’ perceived levels of burnout, STS, and compassion satisfaction (N = 51). | |
| Identifier: | FA00013881 (IID) | |
| Degree granted: | Dissertation (Ph.D.)--Florida Atlantic University, 2022. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | Includes bibliography. | |
| Subject(s): |
Teachers--Job stress Secondary traumatic stress Burnout, Professional Compassion satisfaction |
|
| Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00013881 | |
| Use and Reproduction: | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
