Implications of Stress and Vicarious Trauma in Education Administration

Autor/in	Barrett, Tiffany D.
Titel	Implications of Stress and Vicarious Trauma in Education Administration
Quelle	(2023), (204 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3526-1
Schlagwörter	Hochschulschrift; Dissertation; Stress Variables; Trauma; Work Environment; School Administration; Administrators; Gender Differences; Geographic Location; Experience; Labor Turnover; Barriers; Faculty Workload; Administrator Responsibility; Indiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeitsmilieu; Geschlechterkonflikt; Erfahrung
Abstract	The purpose of this quantitative study was to examine the effects and current perceived levels of personal stress and trauma, professional stress and trauma, and vicarious stress and trauma on school administrators in Indiana. The research included additional variables also associated with the stress and trauma perceived by Indiana school administrators. Position type, location type, gender, and years of experience were all studied to determine important indicators of stress and trauma on Indiana school administrators, and to develop an understanding of the factors that may cause administrators to leave the profession. To ensure that administrative experiences during the COVID crisis were not the only factors evaluated, those participants with less than three years of experience in an educational administrative position were excluded. As a result of this quantitative study, statistically significant differences were found between men and women for perceived stress levels and vicarious stress and trauma levels. The study found that women perceive higher stress levels and report higher levels of vicarious trauma than do their male counterparts. The study also revealed the vast majority of both men and women in school administration report the number of tasks associated with the position is too high to complete. This calls for a need for awareness and to address these risks by providing additional support to school administrators to combat stress. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01