Graduation Semester and Year
Spring 2024
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Educational Leadership and Policy Studies
Department
Educational Leadership and Policy Studies
First Advisor
Dr. Ericka Roland
Second Advisor
Dr. Casey Brown
Third Advisor
Dr. Joel Leader
Abstract
The COVID-19 pandemic brought much awareness to the public education system and the role it plays in alleviating the adverse effects of childhood trauma. However, extant literature has focused mainly on classroom-level interventions rather than school-wide interventions implemented by school leadership. This study examines the perspectives of trauma-sensitive principals in public elementary schools on implementing TIPs. The research questions that guided this study are as follows: What are elementary principals' perceptions regarding implementing school-wide TIPs? What are the leadership approaches of principals in trauma-informed schools? Two findings were identified: (1) principals proactively establish a trauma-informed culture, and (2) principals sustain a trauma-informed culture. These findings add to the scholarship around trauma-informed practices and the importance of school principals in establishing and sustaining school culture.
Disciplines
Educational Administration and Supervision | Elementary and Middle and Secondary Education Administration | Other Educational Administration and Supervision | Urban Education
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Foreman, Elizabeth R., "The Establishment and Sustainment of Trauma-informed Culture Perspectives of Trauma-sensitive Principals in Elementary Public Schools" (2024). Educational Leadership & Policy Studies Dissertations. 2.
https://mavmatrix.uta.edu/edleadershippolicy_dissertations/2
Included in
Elementary and Middle and Secondary Education Administration Commons, Other Educational Administration and Supervision Commons, Urban Education Commons