751
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Associations between childhood trauma, perceived resilience, and teacher burnout

ORCID Icon, ORCID Icon, , &
Pages 291-309 | Received 20 Mar 2022, Accepted 13 Dec 2022, Published online: 03 Feb 2023

References

  • Akça, F., & Yaman, B. (2010). The effects of internal-external locus of control variables on burnout levels of teachers. Procedia Social and Behavioral Sciences, 2(2), 3976–3980. http://doi.org/10.1016/j.sbspro.2010.03.626
  • Aluja, A., Blanch, A., & Garcia, L. (2005). Dimensionality of the maslach burnout inventory in school teachers: A study of several proposals. European Journal of Psychological Assessment, 21(1), 67–76. https://doi.org/10.1027/1015-5759.21.1.67
  • Anda, R. F., Whitfield, C. L., Felitti, V. J., Chapman, D., Edwards, V. J., Dube, S. R., & Williamson, D. F. (2002). Adverse childhood experiences, alcoholic parents, and later risk of alcoholism and depression. Psychiatric Services, 53(8), 1001–1009. https://doi.org/10.1176/appi.ps.53.8.1001
  • Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12(2), 63–80. https://doi.org/10.1002/oti.16
  • Bettini, E. A., Crockett, J. B., Brownell, M. T., & Merrill, K. L. (2016). Relationship between working conditions and special educators’ instruction. The Journal of Special Education, 50(3), 178–190. https://doi.org/10.1177/0022466916644425
  • Billehoj, H. (2007). Report on the ETUCE survey on teachers’ work-related stress. https://www.csee-etuce.org/images/attachments/Report_WRS_EN.pdf
  • Bobek, B. L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 75(4), 202–205. https://doi.org/10.1080/00098650209604932
  • Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associates with job demands, resources, and effective classroom practices. Journal of School Psychology, 77, 36–51. https://doi.org/10.1016/j.jsp.2019.10.002
  • Bound, J., Brown, C., & Mathiowetz, N. (2001). Measurement error in survey data. In J. J. Heckman & E. Leamer (Eds.), Handbook of econometrics (Vol. 5, pp. 3705–3843). Elsevier.
  • Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812–825. https://doi.org/10.1016/j.tate.2006.04.027
  • Bruskas, D., & Tessin, D. H. (2013). Adverse childhood experiences and psychosocial well-being of women who were in foster care as children. The Permanente Journal, 17(3), e131–141. https://doi.org/10.7812/TPP/12-121
  • Campbell-Sills, L., Cohar, S., & Stein, M. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behaviour Research and Therapy, 44(4), 558–599. https://doi.org/10.1016/j.brat.2005.05.001
  • Carson, R. L., Templin, T. J., & Weiss, H. M. (2006). Exploring the episodic nature of teachers’ emotions and its relationship to teacher burnout. Paper presentation at the annual convention of the American Education Research Association.
  • Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622–629. https://doi.org/10.1016/j.tate.2009.09.010
  • Centers for Disease Control and Prevention. (2014). Adverse childhood experiences. https://www.cdc.gov/violenceprevention/aces/index.html
  • Centers for Disease Control and Prevention. (2019). Preventing adverse childhood experiences: Leveraging the best available evidence. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf
  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396. https://doi.org/10.2307/2136404
  • Cohen, S., Miller, G. E., & Rabin, B. S. (2001). Psychological stress and antibody response to immunization: A critical review of the human literature. Psychosomatic Medicine, 63(1), 7–18. https://doi.org/10.1097/00006842-200101000-00002
  • Connor, M. K., & Davidson, R. T. J. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. https://doi.org/10.1002/da.10113
  • Danese, A., & McEwen, B. S. (2012). Adverse childhood experiences, allostasis, allostatic load, and age-related disease. Physiology & Behavior, 106(1), 29–39. https://doi.org/10.1016/j.physbeh.2011.08.019
  • Darr, W., & Johns, G. (2008). Work strain, health, and absenteeism: A meta-analysis. Journal of Occupational Health Psychology, 13(4), 293–318. https://doi.org/10.1037/a0012639
  • Dohrenwend, B. P., Shrout, P. E., Egri, G., & Mendelsohn, M. D. (1980). Nonspecific psychological distress and other dimensions of psychopathology: Measures for use in the general population. Archives of General Psychiatry, 37(11), 1229–1236. https://doi.org/10.1001/archpsyc.1980.01780240027003
  • Education Support Partnership. (2017). Health survey 2017. https://www.educationsupport.org.uk/resources/research-reports/2017-health-survey
  • Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112. https://doi.org/10.1207/S15326985EP3602_5
  • Esaki, N., & Larkin, H. (2013). Prevalence of adverse childhood experiences (ACEs) among child service providers. Families in Society: The Journal of Contemporary Social Services, 94(1), 31–37. https://doi.org/10.1606/1044-3894.4257
  • Felitti, V. J., & Anda, R. F. (2010). The relationship of adverse childhood experiences to adult health, well-being, social function, and healthcareThe relationship of adverse childhood experiences to adult health, well-being, social function, and healthcare (R. Lanius, E. Vermetten, & C. Pain, Eds.). Cambridge University Press.
  • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/s0749-3797(98)00017-8
  • Fimian, M. J. (1984). The development of an instrument to measure occupational stress in teachers: The Teacher Stress Inventory. Journal of Occupational Psychology, 57, 277–293.
  • Fitzgerald, M., & Gallus, K. (2020). Emotional support as a mechanism linking childhood maltreatment and adult’s depressive and social anxiety symptoms. Child Abuse & Neglect, 108, 104645. https://doi.org/10.1016/j.chiabu.2020.104645
  • Gallup Inc. (2014). State of America’s schools: The path to winning again in education. https://www.gallup.com/education/269648/state-america-schools-report.aspx
  • García-Carmona, M., Marín, M. D., & Aguayo, R. (2018). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22(1), 189–208. https://doi.org/10.1007/s11218-018-9471-9
  • Greenberg, M. T., Brown, J. T., & Abenavoli, R. M. (2016). Teacher stress and health effects on teachers, students, and schools. Pennsylvania State University. https://www.prevention.psu.edu/uploads/files/rwjf430428-TeacherStress.pdf
  • Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152
  • Haatainen, K. M., Tanskanen, A., Kylmä, J., Honkalampi, K., Koivumaa-Honkanen, H., Hintikka, J., Antikainen, R., & Viinamäki, H. (2003). Gender differences in the association of adult hopelessness with adverse childhood experiences. Social Psychiatry and Psychiatric Epidemiology, 38(1), 12–17. https://doi.org/10.1007/s00127-003-0598-3
  • Hammen, C., & deMayo, R. (1982). Cognitive correlates of teacher stress and depressive symptoms: Implications for attributional models of depression. Journal of Abnormal Psychology, 91(2), 96–101. https://doi.org/10.1037/0021-843X.91.2.96
  • Hiles Howard, A. R., Parris, S., Hall, J. S., Call, C. D., Razuri, E. B., Purvis, K. B., & Cross, D. R. (2015). An examination of the relationships between professional quality of life, adverse childhood experiences, resilience, and work environment in a sample of human service providers. Children and Youth Services Review, 57, 141–148. https://doi.org/10.1016/j.childyouth.2015.08.003
  • Institute of Medicine and National Research Council. (2014) . New directions in child abuse and neglect research. The National Academies Press.
  • Jackson, D., Firtko, A., & Edenborough, M. (2007). Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review. Journal of Advanced Nursing, 60(1), 1–9. https://doi.org/10.1111/j.1365-2648.2007.04412.x
  • Jones, C. M., Merrick, M. T., & Houry, D. E. (2019). Identifying and preventing adverse childhood experiences: Implications for clinical practice. Journal of the American Medical Association, 323(1), 25–26. https://doi.org/10.1001/jama.2019.18499
  • Kelley, T. (2005). Natural resilience and innate mental health. The American Psychologist, 60(3), 265. https://doi.org/10.1037/0003-066X.60.3.265a
  • Keyes, C. L. M., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with the current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2), 126–133. https://doi.org/10.1080/07448481.2011.608393
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237
  • Klusmann, U., Kunter, M., Trautwein, U., Ludtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does school context make a difference? Health and Wellbeing, 57, 127–151. https://doi.org/10.1111/j.1464-0597.2008.00358.x
  • Krueger, R. F., Hicks, B. M., Patrick, C. J., Carlson, S. R., Iacono, W. G., & McGue, M. (2002). Etiologic connections among substance dependence, antisocial behavior and personality: Modeling the externalizing spectrum. Journal of Abnormal Psychology, 111(3), 411–424. https://doi.org/10.1037/0021-843X.111.3.411
  • Little, T. D. (2013). Longitudinal structural equation modeling. Guilford Press.
  • Marko, K. A. (2015). Hearing the unheard voices: An in-depth look at teacher mental health and wellness ( Doctoral Dissertation). http://ir.lib.uwo.ca/etd/2804
  • Markow, D., & Pieters, A. (2012). The MetLife survey of the American teacher: Teachers, parents and the economy. MetLife.
  • Maslach, C. (1976). Burned-out. Human Behaviour, 5(9), 16–22.
  • Maslach, C., & Jackson, S. (1981). The measurement of experienced burnout. Journal of Organizational Behaviour, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
  • Masten, A. S. (2009). Ordinary magic: Lessons from research on resilience in human development. Education Canada, 49(3), 28–32.
  • McCoach, D. B. (2003). SEM isn’t just the schoolwide enrichment model anymore: Structural equation modeling (SEM) in gifted education. Journal for the Education of the Gifted, 27(1), 36–61. https://doi.org/10.1177/016235320302700104
  • McLean, L., Abry, T., Taylor, M., & Connor, C. M. (2018). Associations among teachers’ depressive symptoms and students’ classroom instructional experiences in third grade. Journal of School Psychology, 69, 154–168. https://doi.org/10.1016/j.jsp.2018.05.002
  • Merrick, M. T., Ford, D. C., Ports, K. A., Guinn, A. S., Chen, J., Klevens, J., Metzler, M., Jones, C. M., Simon, T. R., Daniel, V. M., Ottley, P., & Mercy, J. (2019). Vital signs: Estimated proportion of adult health problems attributable to adverse childhood experiences and implications for prevention – 25 States, 2015–2017. Mortality Weekly Report, 68(44), 999–1005. https://doi.org/10.15585/mmwr.mm6844e1
  • Montgomery, C., & Rupp, A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education / Revue Canadienne de L’éducation, 28(3), 461–488. https://doi.org/10.2307/4126479
  • Muthén, L. K., & Muthén, B. (2018). Mplus. The comprehensive modelling program for applied researchers: User’s guide, 5.
  • Nagin, D. S. (2005). Group-based modeling of development. Harvard University Press.
  • Nurius, P. S., Green, S., Logan-Greene, P., & Borja, S. (2015). Life course pathways of adverse childhood experiences toward adult psychological well-being: A stress process analysis. Child Abuse & Neglect, 45, 143–153. https://doi.org/10.1016/j.chiabu.2015.03.008
  • O’connell, M. E., Boat, T., & Warner, K. E. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (Vol. 7). The National Academies Press.
  • Owens, S. J. (2015). Georgia’s teacher dropout crisis: A look at why nearly half of georgia public school teachers are leaving the profession. Georgia Department of Education. https://www.gadoe.org/External-Affairs-and-Policy/communications/Documents/Teacher%20Survey%20Results.pdf
  • Raftery, A. E. (1995). Bayesian model selection in social research. Sociological Methodology, 25, 111–163. https://doi.org/10.2307/271063
  • Raftery, A. E. (1999). Bayes factors and BIC: Comment on “A critique of the Bayesian information criterion for model selection. Sociological Methods & Research, 27(3), 411–427. https://doi.org/10.1177/0049124199027003005
  • Richmond, V. P., Wrench, J. S., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Tapestry Press.
  • Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thompson, K., Taylor, C., & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. https://doi.org/10.1037/a0032093
  • Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x
  • Saleh, P., & Shapiro, C. M. (2008). Disturbed sleep and burnout: Implications for long-term health. Journal of Psychosomatic Research, 65(1), 1–3. https://doi.org/10.1016/j.jpsychores.2008.05.028
  • Sawyer, S. R. (2020). The prevalence and impact of burnout, adverse childhood experiences, and other factors in predicting compassion fatigue ( Doctoral Dissertation). https://scholarworks.unr.edu/handle/11714/7548
  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure, 50(1), 35–40. https://doi.org/10.3200/PSFL.50.1.35-40
  • Schonfeld, I. S. (1990). Psychological distress in a sample of teachers. The Journal of Psychology, 124(3), 321–338. https://doi.org/10.1080/00223980.1990.10543227
  • Schonfeld, I. S. (1992). Assessing stress in teachers: Depressive symptoms scales and neutral self-reports of the work environmentStress & well-being at work: Assessments and interventions for occupational mental health (J. C. Quick, L. R. Murphy, & J. J. Hurrell Jr., Eds.). American Psychological Association. https://doi.org/10.1037/10116-018
  • Schore, A. (2001). The effects of early relational trauma on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22(1–2), 201–269. doi:https://doi.org/10.1002/1097-0355(200101/04)22:1<201:AID-IMHJ8>3.0.CO;2-9
  • Seidman, S. A., & Zager, J. (1991). A study of coping behaviours and teacher burnout. Work & Stress, 5(3), 205–216. https://doi.org/10.1080/02678379108257019
  • Selye, H. (1956). The stress of life. McGraw-Hill Book Co.
  • Shin, H., Noh, H., Jang, Y., Park, Y. M., & Lee, S. M. (2013). A longitudinal examination of the relationship between teacher burnout and depression. Journal of Employment Counseling, 50(3), 124–137. http://doi.org/10.1002/j.2161-1920.2013.00031.x
  • Sutton, R. E. (2004). Emotion regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379–398. https://doi.org/10.1007/s11218-004-4229-y
  • Tehrani, N. (2014). Psychological screening and surveillance in the workplace. Occupational Health, 66(11), 27–30.
  • Thieman, E. B., Ball, A. L., & Kitchel, T. J. (2012). Resilient agricultural educators: Taking stress to the next level. Journal of Agricultural Education, 53(1), 81–94. https://doi.org/10.5032/jae.2012.01081
  • Topitzes, J., Mersky, J. P., Dezen, K. A., & Reynolds, A. J. (2013). Adult resilience among maltreated children: A prospective investigation of main effect and mediating models. Children and Youth Services Review, 35(6), 937–949. https://doi.org/10.1016/j.childyouth.2013.03.004
  • Travers, C. J., & Cooper, C. L. (1993). Mental health, job satisfaction and occupational stress among UK teachers. Work & Stress, 7(3), 203–219. https://doi.org/10.1080/02678379308257062
  • Yu, X., Wang, P., Zhai, X., Dai, H., & Yang, Q. (2015). The effect of work stress on job burnout among teachers: The mediating role of self-efficacy. Social Indicators Research, 122(3), 701–708. https://doi.org/10.1007/s11205-014-0716-5
  • Zelviene, P., Daniunaite, I., Hafstad, G. S., Thoresen, S., Truskauskaite-Kuneviciene, I., & Kazlauskas, E. (2020). Patterns of abuse and effects on psychosocial functioning in Lithuanian adolescents: A latent class analysis approach. Child Abuse & Neglect, 108, 104684. https://doi.org/10.1016/j.chiabu.2020.104684
  • Zhang, L., Mersky, J. P., & Topitzes, J. (2020). Adverse childhood experiences and psychological well-being in a rural sample of Chinese young adults. Child Abuse & Neglect, 108, 104658. https://doi.org/10.1016/j.chiabu.2020.104658

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.