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dc.contributor.authorSuppa, Christopher
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2019-04-30T20:46:15Z
dc.date.available2019-04-30T20:46:15Z
dc.identifier.urihttp://hdl.handle.net/1974/26147
dc.description.abstractPreservice teachers are the future of education and at the pinnacle of contemporary pedagogical practices, which could potentially influence generations of children. Investigating the relationships among preservice teachers’ resilience, engagement, personality traits, and their practicum and coursework performance is critical as it provides rich data for how preservice teachers professionally develop and succeed at the onset of their careers. Resilience, the quality of bouncing back from adversity; engagement, linked to workplace success and burnout, as well as personality, a stable trait of human behavior, are informative and measurable constructs. Self-reported grades on campus and in practicum; as well as self-evaluation on teaching confidence and preparedness are performance metrics in relation to these three psychological constructs. This study administered a five-part 39-item questionnaire to two-cohorts of 139 preservice teachers, one cohort beginning, and the other finishing their teacher education program. Descriptive statistics, factor analysis, correlation and regression analysis were completed. The results of this study indicated that engagement and two personality traits of conscientiousness and extraversion were significantly correlated and predicted four measures of performance. Although resilience was extracted as a single factor according to the BRS (Smith et al., 2008), this variable maintained no correlation to any of the four performance measures and negatively predicted self-evaluation of preparedness for teaching. Engagement was also extracted in a single factor, different from previous models using the ETS (Klassen, Yerdelen, & Durksen, 2013). Personality did not show any coherent factor structure in this study, and items were forced into respective personality factors according to previous work (Rammestedt & John, 2007). This study has important implications for teacher education and for teacher career onset and longevity.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsCC0 1.0 Universal*
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectTEACHER EDUCATIONen_US
dc.subjectPRESERVICEen_US
dc.subjectPRE-SERVICEen_US
dc.subjectRESILIENCEen_US
dc.subjectENGAGEMENTen_US
dc.subjectTEACHER ENGAGEMENTen_US
dc.subjectPERSONALITYen_US
dc.subjectBIG FIVEen_US
dc.subjectBIG FIVE PERSONALITYen_US
dc.subjectETSen_US
dc.subjectBRSen_US
dc.subjectBFI-10en_US
dc.subjectPERFORMANCEen_US
dc.subjectPRACTICUMen_US
dc.subjectGPAen_US
dc.subjectPRACTICUM PERFORMANCEen_US
dc.subjectCONFIDENCEen_US
dc.subjectPREPAREDNESSen_US
dc.titleExploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Educationen_US
dc.typethesisen
dc.description.degreeMaster of Educationen_US
dc.contributor.supervisorCHENG, LIYING
dc.contributor.departmentEducationen_US


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