Purpose Statement

Ronald Kendrick III
May 14
1 min read

The purpose of this mixed-methods study is to examine how district supports, teacher interpretation, and self-efficacy collectively shape the implementation of trauma-informed classroom practices among Milwaukee Public School educators. Grounded in Ecological Systems Theory (Bronfenbrenner, 1979) and Social Cognitive Theory (Bandura, 1986, 1997), and situated within a constructivist paradigm, this study seeks to understand not only whether teachers implement trauma-informed practices, but how they make meaning of those practices in the context of their professional lives, school cultures, and community conditions.

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Academic Inquiry

How do district supports around trauma-informed practices support teacher development?
What is the relationship between teachers' interpretation of trauma-informed principles and implementation within school settings?
To what extent do trauma-informed care knowledge, professional development experiences, and teacher self-efficacy predict teachers' perceived implementation of trauma-informed classroom practices?

The Significance of Study

This inquiry examines how Milwaukee Public Schools' structural supports mitigate the incongruity between trauma-informed theoretical frameworks and equitable classroom praxis. By investigating the nexus of teacher self-efficacy and professional development, this research seeks to standardize pedagogy that prioritizes systemic healing and educational justice.