Comparison of Public & Private Universities Regarding their Perspective about Secondary Traumatic Stress, Its Causes & Effects on Teaching Approach

Authors

  • Waseem Afzal M.Phil Scholar, Department of Education, Alhamd Islamic University, Islamabad. Author
  • Dr. Sidra Kiran Assistant Professor, Department of Education, Alhamd Islamic University, Islamabad. Author
  • Dr. Um E Rubab Assistant Professor, Department of Education, Alhamd Islamic University, Islamabad. Author

Keywords:

Factors, Secondary Traumatic Stress, Teaching Approach, University Teachers

Abstract

Secondary Traumatic Stress (STS) is an emotional pressure that occurs during the traumatic experience of another individual. Secondary traumatic stress is one of the factors that affect teaching approaches. This study aim to examining secondary traumatic stress as factor affecting the teaching approaches of teachers working in Pakistani public and private universities. The study used a descriptive research approach in order to investigate the phenomena. The population was all university teachers working in government and private sector universities functioning in capital of Pakistan i.e. (Islamabad). A sample of 200 university teachers from 04 public and 04 private universities was selected using a simple random selection method for data collection. For data collection, the researcher adapted the instrument developed by Bride et al., (2004) in the form of closed-ended questionnaire. Before using the specified instrument, its validity and reliability was checked through obtaining experts’ opinion and pilot study will be conducted. The researcher collected the data personally and online method, and same were analyzed with SPSS using both descriptive and inferential statistics. Results revealed that the majority of university teachers occasionally experience secondary traumatic stress during the teaching-learning process. The study found an insignificant difference among teachers, based on their universities, regarding students’ trauma, its causes, and its effects on teaching approaches. However, this investigation identified an insignificant difference among teachers based on gender concerning students’ trauma, but significant differences in the causes of trauma and its effects on teaching approaches, favoring female teachers.  

References

Baicker, K. (2020). The Impact of Secondary Trauma on Educators. ASCD. Retrieved from https://www.ascd.org/el/articles/the-impact-of-secondary-trauma-on-educators.

Bilbao, P. P., Corpuz, B. B., Llagas, A. T., & Salandanan, G. G. (2015). The teaching profession. Lorimar Publishing.

Brunzell, T., Waters, L., & Stokes, H. (2021). Trauma-informed teacher wellbeing: Teacher reflections within trauma-informed positive education. Australian Journal of Teacher Education (Online), 46(5), 91-107.

Christian-Brandt, A. S., Santacrose, D. E., & Barnett, M. L. (2020). In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools. Child abuse & neglect, 110, 104437.

Eddy, C. L., Huang, F. L., Cohen, D. R., Baker, K. M., Edwards, K. D., Herman, K. C., & Reinke, W. M. (2020). Does teacher emotional exhaustion and efficacy predict student discipline sanctions? School Psychology Review, 49(3), 239–255.

Figley, C. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. New York, NY: Brunner-Routledge.

Honsinger, C., & Hendricks Brown, M. (2019). Preparing trauma-sensitive teachers: Strategies for teacher educators. Teacher Educators' Journal, 12, 129-152.

Kothari, C.R. (2019) Research Methodology: Methods and Techniques. 4th Edition, New Age International Publishers, New Delhi.

Meyer, S., & Carolina, L. (2019). Secondary traumatic stress. South Carolina Department of Social Services.

Oberg, G., Carroll, A., & Macmahon, S. (2023). Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness. In Frontiers in Education (Vol. 8, p. 1128618). Frontiers Media SA.

Ormiston, H. E., Nygaard, M. A., & Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. School Mental Health, 14(4), 802-817.

Pryce, J., Shackelford, K. & Pryce, D. (2007). Secondary traumatic stress and the child welfare professional. Chicago, IL: Lyceum Books, Inc.

Schuh, M. C. (2021). What is stress? Pebble.

Smith, T. D. (2021). Teaching through trauma: Compassion fatigue, burnout, or secondary traumatic stress? In Trauma and resilience in music education (pp. 49-63). Routledge.

Walker, R. J. (2020). 12 Characteristics of an Effective Teacher. In Google Books. Retrieved from Lulu.com.

Downloads

Published

2024-06-30

How to Cite

Comparison of Public & Private Universities Regarding their Perspective about Secondary Traumatic Stress, Its Causes & Effects on Teaching Approach. (2024). International Research Journal of Management and Social Sciences, 5(2), 955-962. https://irjmss.com/index.php/irjmss/article/view/407

Similar Articles

1-10 of 383

You may also start an advanced similarity search for this article.