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dc.contributor.authorSuppa, Christopheren
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
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsCC0 1.0 Universalen
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
dc.subjectPreserviceen
dc.subjectPre-Serviceen
dc.subjectResilienceen
dc.subjectEngagementen
dc.subjectTeacher Engagementen
dc.subjectPersonalityen
dc.subjectBig Fiveen
dc.subjectBig Five Personalityen
dc.subjectETSen
dc.subjectBRSen
dc.subjectBFI-10en
dc.subjectPerformanceen
dc.subjectPracticumen
dc.subjectGPAen
dc.subjectPracticum Performanceen
dc.subjectConfidenceen
dc.subjectPreparednessen
dc.titleExploring Relationships Among Resilience, Engagement, Personality, and Performance in Teacher Educationen
dc.typethesisen
dc.description.degreeM.Ed.en
dc.contributor.supervisorCHENG, LIYINGen
dc.contributor.departmentEducationen
dc.degree.grantorQueen's University at Kingstonen


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Except where otherwise noted, this item's license is described as CC0 1.0 Universal