Effects of vicarious trauma on professional development among teachers in educational assessment and resource Centres in Kenya

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dc.contributor.advisorMerecia Annen_US
dc.contributor.advisorSirera John Oteyoen_US
dc.contributor.authorWambua, Solomon M.
dc.date.accessioned2023-08-09T08:34:43Z
dc.date.available2023-08-09T08:34:43Z
dc.date.issued2023
dc.descriptionA research thesis submitted in partial fulfilment of the requirements for the award of the degree of doctor of philosophy (counselling psychology) in the school of law, arts and social sciences of Kenyatta University, April, 2023en_US
dc.description.abstractProfessional development is an important undertaking for teachers who work in Educational Assessment and Resource Centres because it enhances their competencies. However, their work environment expose them to vicarious trauma which may interfere with their professional development. The current study sought to investigate the effects of vicarious trauma on professional development among teachers in Educational Assessment and Resource Centres in Kenya. The objectives of the study were to; establish the extent of effects of vicarious trauma among the teachers, find out the effects of vicarious trauma on opportunities for promotion xiii among the teachers, investigate the effects of vicarious trauma on academic progression of the teachers, establish the effects of vicarious trauma on chances for capacity building among the teachers, and explore strategies used by the teachers to minimize effects of vicarious trauma on professional development. The study was based on the Constructivist Self-Development Theory and the Functional Descriptive Theoretical Model. The target population was the Educational Assessment and Resource Centres in Kenya. Census and convenience sampling techniques were used to select respondents. Data was collected through a questionnaire and an interview guide. Quantitative data was analyzed using both descriptive and chi-square statistical techniques while qualitative data was analyzed thematically. The findings revealed that all teachers in Educational assessment and resource centres experienced vicarious trauma which interfered with professional development. The study further revealed significant relationship between; vicarious trauma and opportunities for promotion, and vicarious trauma and academic progression. The study recommended for provision of trauma education for teachers and managers in Educational Assessment and Resource Centres as means of safeguarding teachers against the effects of secondary exposure such as vicarious trauma.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26672
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjecttraumaen_US
dc.subjectprofessional developmenten_US
dc.subjectteachersen_US
dc.subjectEducational assessment and resource Centresen_US
dc.subjectKenyaen_US
dc.titleEffects of vicarious trauma on professional development among teachers in educational assessment and resource Centres in Kenyaen_US
dc.typeThesisen_US
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