Theses and Dissertations at Montana State University (MSU)
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Item Compassion fatigue: the cost of caring in an American Indian school community(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Erickson, Keith Marion; Chairperson, Graduate Committee: William RuffEducators who work with Native American students often encounter and experience the personal trauma that students bring into the classroom. The risk of dealing with intense student trauma is the development of compassion fatigue, secondary traumatic stress, and burnout. Compassion fatigue is a result of bottling up emotions and is often referred to as the cost of caring (Smith, 2013). The goals of this study were to: (1) determine the rates of compassion fatigue for educators working in this Northern Rockies Indian Reservation school district; (2) explore how teachers within this district perceive self-care, access to mental health care, and organizational commitments to well-being; and (3) understand what educators with this district perceive as important for educational leaders to know in identifying and providing support to teachers with compassion fatigue. The embedded case research model used the Professional Quality of Life survey to determine compassion fatigue scores. Then, an interview pool was formed based upon the compassion fatigue range scores. Six participants were choses to be interviewed for the research study. Qualitative data analysis was completed with a strict focus on trustworthiness and validity. Three themes were developed-student home life, the school's response to trauma, and teacher/student trauma. These results demonstrated that teachers in this Northern Rockies Indian Reservation school district struggle with compassion fatigue and have minimal emotional support from educational leaders for compassion fatigue. School district leaders must address the issue of compassion fatigue locally and push for systemic reform throughout Indian education.Item Faculty job satisfaction : retaining faculty in the new millennium(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Drysdale, Dulce Scott; Chairperson, Graduate Committee: Richard D. Howard.It is not known to those in higher education at Montana State University-Bozeman (MSU-Bozeman) why tenured faculty chooses to remain in the field of higher education at MSU-Bozeman. Twenty tenured faculty members from five different disciplines in the liberal arts, humanities, social sciences, fine arts, and education programs at this land grant, Doctoral II University were asked to participate in the study. Professors were selected purposefully from liberal arts, humanities, social sciences, fine arts, and education faculty who were tenured and had at least ten years experience and were available for interview in the spring/summer of 2004. Participants were asked to respond to open ended questions and statements. Data were collected through one-on-one interviews. The purpose of this grounded theory study is to investigate why tenured faculty at MSU-Bozeman choose to remain in their faculty positions and to generate a motivational theory using a construct-oriented approach. An audit of the study's data collection processes, analysis, and conclusions was conducted to confirm the validity of the findings. The results of this study revealed that tenured faculty at MSU-Bozeman were motivated to remain in their positions by, (1) their families, (2) a desire to remain in the geographical area, and, (3) as a result of having achieved tenure. These three facets of employment at MSU-Bozeman were overwhelmingly cited by study participants as motivation to remain in their positions. These three motivational factors evidenced underpinnings of need, emotion, and intellectual evaluation. The participants were motivated by the interaction of emotion, need, and intellect. In this respect, the theory of motivation generated as a result of the data unearthed by this study took a new step in the development of motivational theory, and moved beyond the boundaries set by Maslow (1943), Herzberg (1966), and Goleman (1998) to define a new paradigm of motivational theory, functional within the context of higher education, as well as a new definition of human behavior applicable within the confines of an industrialized society, inclusive of elements of all three theories. The new three-pronged theory defines need, emotion, and intellect as three interactive motivational forces determining human behavior within the context of the university in industrialized society.