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Cited by 66Teacher Professional Development and MotivationEducation and Work DynamicsSocial Work Education and Practice

Why do you work with struggling students? Teacher perceptions of meaningful work in trauma-impacted classrooms

Open access
University of Melbourne, Brunzell, Tom, Stokes, Helen, University of Melbourne, Waters, Lea, University of Melbourne·2018·Australian Journal of Teacher Education
DOI 10.14221/ajte.2018v43n2.7
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Abstract

This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in trauma-affected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher wellbeing were further analysed for discussion via Rosso, Dekas, and Wrzesniewski’s (2010) four mechanisms of MW (i.e., individuation, self-connection, contribution, and unification). These findings argue for the new development of trauma-informed pedagogies that both (1) enable teachers to redress the complex and unmet needs of students and (2) incorporate domains of meaning that teachers bring to their trauma-affected work.

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  • The vast majority of the 14 qualitative studies demonstrated that relationships with teaching colleagues, principals, and students are crucial for teacher well-being.

    “the vast majority of the 14 qualitative studies demonstrated that relationships with teaching colleagues, principals as well as students are crucial for TWB”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Brunzell et al., 2018

  • One qualitative study highlighted the role of teacher well-being for meaningful work, and another for quality teaching.

    “One qualitative study highlighted the role of TWB for meaningful work (Brunzell et al., 2018), and another for quality teaching (Turner & Thielking, 2019).”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Brunzell et al., 2018

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3 of the 77 references couldn’t be matched to a known paper.

Research works printed but not linked: 7

  1. Dutton, M.A., & Rubenstein, F.L. (1995). Trauma workers. In C.R. Figley (Ed.), Trauma and its wake: Secondary traumatic stress disorder (v.3). New York: Brunner Mazel.
  2. Lutherville, MD: Sidran Press.
  3. Frankl, V. (1959). Man's search for meaning. Boston: Beacon Press.
  4. Johoda, M. (1979). The impact of unemployment in the 1930's and 1970's. Bulletin of the British Psychological Society, 32, 309-314.
  5. Pratt, M. G., & Ashforth, B. E. (2003). Fostering meaningfulness in working and at work. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship (pp. 309-327). San Francisco: Berrett-Koehler Publishers, Inc.
  6. Stamm, B.H. (2005). The ProQOL Manual: The professional quality of life scale, compassion satisfaction, burnout and compassion, fatigue/secondary trauma scales. Idaho: Sidran Press
  7. Wrzesniewski, A. (2003). Finding positive meaning in work. In K.S. Cameron, J.E. Dutton, & R.E. Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp. 296-308). San Francisco: Barrett-Koehler.

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Authors
University of Melbourne, Brunzell, T., Stokes, H., University of Melbourne, Waters, L., & University of Melbourne
Affiliations
The University of Melbourne (AU)
ORCID
Venue
Australian Journal of Teacher Education
Publisher
Edith Cowan University
Published
2018-02
Volume
43
Issue
2
Pages
116-142
ISSN
  • 0313-5373 (ISSN-L)
  • 1835-517X
DOI
10.14221/ajte.2018v43n2.7
OpenAlex
W2793754376
Cited by
66
References
77
Citations by year
2026: 4 · 2025: 6 · 2024: 9 · 2023: 11 · 2022: 13 · 2021: 12 · 2020: 9 · 2019: 1 · 2018: 1
FWCI
18.68
Type
journal article
Language
en
Open access
Locations
  • The Australian journal of teacher education (publishedVersion)
  • Australasian Journal of Paramedicine (submittedVersion)
  • Minerva Access (University of Melbourne) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Social Sciences › Demography › Education and Work Dynamics
  • Social Sciences › Public Administration › Social Work Education and Practice
Keywords
meaningful work, teacher perceptions, trauma-informed education, teacher well-being, individuation, self-connection, contribution, unification, struggling students, primary and secondary teachers

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