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Personal resilience as a predictor o...

University of Florida.

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Personal resilience as a predictor of professional development engagement and career satisfaction of agriscience teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Personal resilience as a predictor of professional development engagement and career satisfaction of agriscience teachers./
作者:	Easterly, Ralph Glen, III.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	193 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10298956
ISBN:	9781369419795

Personal resilience as a predictor of professional development engagement and career satisfaction of agriscience teachers.
Easterly, Ralph Glen, III.

Personal resilience as a predictor of professional development engagement and career satisfaction of agriscience teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 193 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--University of Florida, 2016.

The purpose of this study was to determine if personal resilience is a predictor of professional development engagement and career satisfaction of agriscience teachers. The independent variables of interest in the study were the personal resilience characteristics determined by the Personal Resilience Questionnaire. Career satisfaction and professional development both served as dependent variables.

ISBN: 9781369419795Subjects--Topical Terms:

3172312
Teacher education.

Personal resilience as a predictor of professional development engagement and career satisfaction of agriscience teachers.
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100 1 $a Easterly, Ralph Glen, III. $3 3343887
245 1 0 $a Personal resilience as a predictor of professional development engagement and career satisfaction of agriscience teachers.
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300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
500 $a Adviser: Brian E. Myers.
502 $a Thesis (Ph.D.)--University of Florida, 2016.
520 $a The purpose of this study was to determine if personal resilience is a predictor of professional development engagement and career satisfaction of agriscience teachers. The independent variables of interest in the study were the personal resilience characteristics determined by the Personal Resilience Questionnaire. Career satisfaction and professional development both served as dependent variables.
520 $a A quantitative descriptive correlational research design was used for this study, utilizing a purposive stratified sample of states and a census of teachers in those states. Teachers in Colorado, Florida, Minnesota, and North Carolina were selected to participate in this study. Data were collected using the Tailored-Design Method, using multiple points of contact with various modes to minimize survey error. The data were analyzed using descriptive statistics, chi square, and multiple regression analyses.
520 $a The results showed the constructs' post hoc reliability was in the acceptable range for four personal resilience characteristics, career satisfaction, and professional development engagement. The overall response rate was 72.5% (n = 892). The linear combination of independent variables in a stepwise backwards regression model explained 13.7% of the variance of professional development engagement. The variables were the personal resilience characteristics Positive: world, Focused and various demographic variables. A separate model showed that the linear combination of variables predicted 21.4% of the variance of career satisfaction. The variables included in the mode were the personal resilience characteristics Positive: world and Focused and the demographic variable of years of teaching experience.
520 $a These findings indicated teachers with higher levels of personal resilience characteristics in the areas of positive: world and focused are more likely to be engaged in professional development and satisfied in their careers. While this study was exploratory in nature, these findings suggested that increasing the resilience of agriscience teachers could lead to an increase in engagement in professional development, and career satisfaction which has been shown to be a factor that increases teacher efficacy. Based on these findings, further research is need to explore how to increase resilience for agriscience teachers.
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