Abstract
This dissertation explores trauma-informed care (TIC) for teachers in a South African technical occupational school, addressing its impact on learners and teachers and the challenges it poses. The study uses interviews, academic literature, and institutional policies to reveal the complex nature of TIC implementation.
The research emphasises the importance of understanding teachers' experiences, their grasp of TIC, implementation strategies, and support system requirements. It employs an interpretive phenomenological design and engages teachers with a minimum of four years of experience.
Findings include themes like secondary trauma affecting teachers' personal lives, emotional desensitisation, mistrust of learners due to past trauma, and the significance of empathy, emotional regulation, and collaboration in the classroom. The study underscores the need for comprehensive professional development, training, and psychological support for teachers.
This research enhances our understanding of the challenges faced by teachers implementing TIC in South African technical occupational schools. It emphasises the urgent need for robust support systems and training to create a safe, inclusive learning environment for teachers and learners.
Keywords: Professional development, teacher experiences, technical occupational school, training, trauma, trauma-informed care