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ERIC Number: EJ1034991
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0013-1172
Comparing Protective Factors and Resilience among Classroom-Based Teachers and Community-Based Educators
Muller, Susan M.; Dodd, Amelia; Fiala, Kelly A.
Education, v134 n4 p548-558 Sum 2014
Attrition is a major problem for all areas of education. The presence of protective factors has been shown to promote resiliency, which might influence retention. This study was designed to examine characteristics associated with resiliency among a population of pre-service educators, public school teachers, and community-based health educators. Seven hundred forty three participants completed a 36-item survey developed to represent measurements for the six protective factors most strongly associated with resiliency as defined by Henderson: purpose & expectations (PE), nurture & support (NS), positive connections (PC), meaningful participation (MP), life guiding skills (LGS), and clear & consistent boundaries (CCB). Respondents utilized a five point Likert scale that ranged from "strongly agree" (5) to "strongly disagree" (1) to respond to each item. Means and standard deviations were calculated for each of the protective factors. An independent t-test or analysis of variance (ANOVA) was utilized to determine if there were differences for each of the factors based on demographic variables. Results indicate that differences exist between health educators and classroom-based teachers on LGS, NS, and PE. Administrators can use the insights gained in understanding the role of protective factors among educators to help foster resiliency and reduce attrition.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A