Dissertations
Date of Award
7-2022
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
Advisor
Dr. Kimberly Flowers
Abstract
This dissertation aimed to determine by type of school-based health program—schoolbased health centers (SBHCs) or telehealth programs (tSBHC)—and years of teaching experience on the effects of compassion satisfaction, burnout, and secondary traumatic stress among public school teachers in Arkansas districts. Mandates legitimize the additional mental health supports for students; however, supports for teachers who interact with those students is almost non-existent. The Professional Quality of Life survey measures compassion satisfaction, burnout, and secondary trauma in the work setting. Data were collected from novice and experienced teachers from nine Arkansas school districts and analyzed using factorial ANOVAs. SBHC and tSBHC did not affect the professional quality of life of novice and experienced teachers; however, experienced teachers had higher levels of compassion satisfaction and burnout than their novice peers. Further, school-based health programs did not affect teachers’ professional quality of life. School-based health programs and other support services, such as professional training and development focused on teachers’ professional quality of life, are imperative for ensuring the mental health supports for the teaching profession.
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Recommended Citation
Ellis, Amber, "School-Based Health Centers Versus Telehealth Programs on Professional Quality of Life of Public School Teachers in Arkansas" (2022). Dissertations. 72.
https://scholarworks.harding.edu/hu-etd/72
