Teachers’ self-efficacy beliefs about trauma-informed education practices

• Three distinct facets of teacher belief about trauma-informed practice were validated. • Results validated conceptual dimensions of trauma-informed practice. • Preservice teachers had comparatively higher levels of efficacy for self-regulation and resilience than trauma-responsive strategies. This study situated preservice teacher self-efficacy beliefs within the context of trauma-informed education practices. The study aimed to validate a measure of teacher self-efficacy for trauma-informed practice as a key component of research on the effectiveness of trauma-informed practice. Using confirmatory factor analysis, the psychometric properties of results supported three conceptually distinct factors of trauma-informed education practice: self-efficacy to recognize and realize the importance and impact of trauma in classrooms, to utilize strategies that are responsive to the needs of students impacted by trauma, and to apply their own strategies for managing the wellbeing and resiliency demands that commonly impact teachers working with students who have experienced traumatic stressors. Future directions suggest recommendations and strategies to increase self-efficacy beliefs within teacher education and training in addition to supporting teachers through whole-of-school approaches toward trauma-informed education implementation.