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Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms - Volume 43 - Issue 2 - Article 7","","Study on meaningful work (MW) and its negative impacts among teachers in trauma-impacted classrooms. Drawing on a cross-sectional sample of primary and secondary teachers (N=18), the research identifies two interrelated sources of MW: practice pedagogy and teacher wellbeing. These sources are further analyzed through Rosso, Dekas, and Wrzesniewski’s four mechanisms of MW—individuation, self-connection, contribution, and unification—supporting the development of trauma-informed pedagogies that address student needs while incorporating teachers’ own meaning domains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/why-do-you-work-with-struggling-students-teacher-perceptions-of-meaningful-work-in-trauma-impacted-classrooms-volume-43-issue-2-article-7/593794/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/why-do-you-work-with-struggling-students-teacher-perceptions-of-meaningful-work-in-trauma-impacted-classrooms-volume-43-issue-2-article-7/593794.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about teachers in trauma-impacted classrooms?","Question",{"text":112,"@type":113},"It examines meaningful work (MW) and its negative impacts, focusing on what sources sustain teachers’ MW in trauma-affected settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which two sources of meaningful work are identified in the study?",{"text":117,"@type":113},"The study identifies practice pedagogy and teacher wellbeing as two interrelated sources of meaningful work.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the sources of meaningful work analyzed in the research?",{"text":121,"@type":113},"The two sources are analyzed using Rosso, Dekas, and Wrzesniewski’s four mechanisms of MW: individuation, self-connection, contribution, and unification.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593794,1792632772,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 2 | Article 7 |\n| --- | --- |\n\n2018  \nWhy Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms  \nTomBrunzell  \nUniversity of Melbourne, [tbrunzell@student.unimelb.edu.au](tbrunzell@student.unimelb.edu.au)  \nHelen Stokes University of Melbourne  \nLea Waters  \nUniversity of Melbourne  \nRecommended Citation  \nBrunzell, T., Stokes, H., & Waters, L. (2018). Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms. Australian Journal of Teacher Education, 43 (2).  \n[http://dx.doi.org/10.14221/ajte.2018v43n2.7](http://dx.doi.org/10.14221/ajte.2018v43n2.7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss2/7](http://ro.ecu.edu.au/ajte/vol43/iss2/7)  \nAustralian Journal of Teacher Education  \nWhy Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms  \nTom Brunzell  \nHelen Stokes  \nLea Waters  \nUniversity of Melbourne  \nAbstract: This study contributed new findings to the construct of  \nmeaningful work (MW) and negative impacts on MW. In other  \nprofessional samples, finding meaning in work has been shown to bean effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources  \nand mechanisms of meaningful work that teachers derive from  \neducating trauma-affected students. Within a cross-sectional sample  \nof primary and secondary teachers (N = 18) working in trauma  \naffected classrooms, two interrelated sources of MW: (1) practice  \npedagogy and (2) teacher wellbeing were further analysed for  \ndiscussion via Rosso, Dekas, and Wrzesniewski’s (2010)four  \nmechanisms of MW (i.e., individuation, self-connection, contribution,  \nand unification). These findings argue for the new development of  \ntrauma-informed pedagogies that both (1) enable teachers to redress the complex and unmet needs of students and (2) incorporate domains  \nof meaning that teachers bring to their trauma-affected work.  \nIntroduction  \nThis study makes a novel contribution to the paradigm of workplace meaning that has yet to be explored for this specific professional cohort by determining sources of meaningful work (MW) that teachers believed sustained them in their trauma-affected classrooms. Originating from the contention that MW may be a fulcrum for increasing both traumainformed practice pedagogy and workplace wellbeing, the rational for this study was further bolstered by the call for the continued theorizing, research, and intervention for positive states, traits, and behaviours for employees under the paradigm of positive organizational behaviour (Bakker & Schaufeli, 2008; Luthans, 2002) . Calls have been made for the next phase of research to investigate experiential dimensions of MW, beyond the conditions, factors, and conceptual pathways previously explored (Steger et al., 2012; Wrzesniewski, 2003) . Dik and colleagues (2013, p. 364) ask: In what ways can MW be “fostered, encouraged, elicited, or increased” and in what ways can an individual’s work be made more meaningful?  \nTeachers who choose to educate vulnerable and trauma-affected students often do so because positive social change gives their work meaning (Pines, 2002) . Yet many teachers struggle with effective strategies to manage disruptive and disengaged student behaviours (Sullivan et al., 2014) . The challenges of working with trauma-affected students can lead to burnout (Abel & Sewell, 1999; Antoniou, Ploumpi, & Ntalla, 2013; Farber, 1991; RojasFlores et al., 2015) and to exiting the profession (Betoret, 2009; Hakanen, Bakker, & Schaufeli, 2006; Karsenti & Collins, 2013) . In fact, research suggests that up to 25% of  \nVol 43, 2, February 2018 116  \nAustralian Journal of Teacher Education  \nteachers want to leave the profession due to problems arising from dis","cbCaiu1ZpQLhMV9Z","https://ap.wps.com/l/cbCaiu1ZpQLhMV9Z","pdf",332808,28,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study examine about teachers in trauma-impacted classrooms?\",\"answer\":\"It examines meaningful work (MW) and its negative impacts, focusing on what sources sustain teachers’ MW in trauma-affected settings.\"},{\"question\":\"Which two sources of meaningful work are identified in the study?\",\"answer\":\"The study identifies practice pedagogy and teacher wellbeing as two interrelated sources of meaningful work.\"},{\"question\":\"How are the sources of meaningful work analyzed in the research?\",\"answer\":\"The two sources are analyzed using Rosso, Dekas, and Wrzesniewski’s four mechanisms of MW: individuation, self-connection, contribution, and unification.\"}]","Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms - Volume 43 - Issue 2 - Article 7 | PDF",1792077928,71]