A Quantitative Investigation as to How Resilience Impacted Teacher Well-being in Conjunction with the COVID-19 Pandemic
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Authors
Barnes, Amelia
Issue Date
2024-08-16
Type
Dissertation
Language
en_US
Keywords
Educational leadership , Dissertations, Academic--United States , COVID-19 (Disease)
Alternative Title
Abstract
The COVID-19 pandemic was difficult for students, teachers, and parents. Teacher well-being was already identified as problematic, and the pandemic intensified many teachers' stresses. This quantitative study used survey research methods to investigate whether resilience characteristics (i.e., purpose, perseverance, self-reliance, equanimity, or existential aloneness) are significant predictors of teacher well-being after the COVID-19 pandemic based on teacher gender, grade band, or years of teaching experience. The instruments used to collect data were the Teacher Subjective Well-being Questionnaire by Renshaw and the Resilience Scale by Wagnild and Young. Multiple regression was used to determine if the characteristics of resilience are significant predictors of teacher well-being.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.