Interpretive Phenomenological Analysis

Date of Award


Degree Name

Ph.D. in Educational Administration


Department of Educational Administration


Thomas Lasley


This study was conducted to expand and contribute to the corpus of trauma-informed pedagogical knowledge and research. With the high prevalence of trauma in college student populations, it is critical for institutions to understand the experiences of faculty members who engage daily with traumatized students. Using an Interpretive Phenomenological Analysis (IPA) approach, this qualitative inquiry explored the lived experiences of faculty members who teach traumatized students in higher education and the impacts those experiences have had. Eight faculty members from various institutions of higher education across the United States took part in hour-long, semi-structured interviews regarding their experiences of teaching traumatized students. The transcribed and coded data, viewed through the lenses of secondary trauma and crossover theoretical frameworks, revealed that teaching traumatized students, in combination with an absence of trauma-informed professional preparation, has impacted the wellbeing of faculty, negatively influenced their teaching self-efficacy beliefs, and resulted in negative perceptions toward employing institutions. The glaring need for trauma-informed pedagogical training for faculty members in higher education is successfully established in this study.


Education, Department of Educational Administration., Education Policy, Higher Education, Higher Education Administration, Organizational Behavior, Psychology, trauma-informed pedagogy, faculty, interpretive phenomenological analysis, student success, faculty development, professional development, higher education, crossover theory, secondary trauma, traumatized students, employment policy

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