dc.contributor.author	Barnes, Amelia
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2019-2024	en_US
dc.date.accessioned	2024-10-16T19:18:13Z
dc.date.available	2024-10-16T19:18:13Z
dc.date.issued	2024-08-16
dc.identifier.other	a6e1e1bb-be4d-4bfa-b4ea-59100b09586c	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7321
dc.description.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.	en_US
dc.format.extent	1 electronic record. PDF/A document, 162 pages, 23907315 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Educational leadership	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	COVID-19 (Disease)	en_US
dc.title	A Quantitative Investigation as to How Resilience Impacted Teacher Well-being in Conjunction with the COVID-19 Pandemic	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Lairsey, John
dc.description.committee	Pate, J.
dc.description.committee	Bochenko, Michael
dc.description.committee	Hsiao, E-Ling
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational leadership	en_US