TY  - JOUR
AU  - Reilly, Danielle
AU  - Duyar, Ibrahim
AU  - McBride, Jackie
AU  - Williams, Robert
PY  - 2025
DA  - 2025/03/24
TI  - Influence of Teachers’ Secondary Traumatic Symptoms on Their Burnout, Compassion Fatigue, and Intentions to Resign in Low Socioeconomic Status Schools
JO  - OBM Integrative and Complementary Medicine
SP  - 016
VL  - 10
IS  - 01
AB  - The current study explored the adverse outcomes of secondary traumatic symptoms experienced by secondary school teachers on their compassion fatigue, burnout, sense of satisfaction, and intention to resign from the teaching profession in low SES schools in the United States context. The study was inspired by Ludick and Figley’s Compassion Fatigue and Resilience model and Figley’s work on Compassion Fatigue. A non-experimental design was employed, and data were gathered from a random sample of 131 teachers. The data-gathering instrument was an online questionnaire featuring validated measures, including the Secondary Traumatic Stress Scale (STSS) and the Professional Quality of Life Scale (PQLS). ANOVA and regression analyses were conducted to analyze the data. The findings of the study revealed a significant relationship between teachers’ experience of secondary traumatic symptoms and the measured outcomes, including compassion fatigue, burnout, and intention to resign from the teaching profession. The findings also revealed a statistically significant difference between novice and veteran teachers in secondary traumatic symptoms, burnout, and intentions to leave the profession. The findings underscored the necessity for targeted support programs aimed at assisting educators who encounter secondary traumatic symptoms while working with students affected by adverse childhood experiences in low-socioeconomic school settings. The study would contribute valuable insights into the nuanced challenges faced by teachers working in low-socioeconomic schools as it highlighted the need for proactive support mechanisms, professional development initiatives, and tailored interventions in these school settings. The findings also call for a shift in the education landscape toward prioritizing teacher well-being, fostering resilience, and creating supportive work environments.
SN  - 2573-4393
UR  - https://doi.org/10.21926/obm.icm.2501016
DO  - 10.21926/obm.icm.2501016
ID  - Reilly2025
ER  -