The Role of Self-Efficacy and Trauma-Informed Training for Teachers Perceived Use of Trauma-Informed Classroom Interventions

The aggression related to children's trauma is a problem in the school; however, how much training teachers have on trauma-informed care and how they implement trauma-informed care strategies in the classroom may be best explained by their efficacy in using that training. This survey study evaluated teachers' self-efficacy as an intervening variable in the relationship between the amount of self-reported teacher training in trauma-informed care and self-reported implementation of trauma-informed care strategies. Teachers who self-report implementing trauma-informed strategies related to their training do so because of their efficacy. The study reports what levels of trauma-informed care training, self-efficacy, and implementation of trauma-informed strategies teachers self-report. It also investigates what degree teachers' training reports in trauma-informed care predict teachers' self-reported implementation of trauma-informed care strategies and does teachers' self-efficacy associated with training in trauma-informed care and teachers' reports of implementing trauma-informed care strategies. Finally, the researcher explored to what extent does self-efficacy intervene in the relationship between the self-reported amount of trauma-informed care training and the self-reported amount of implementation of trauma-informed classroom interventions.