Title of Abstract
Emotional Resilience of Preservice Teachers
Faculty Mentor
One WU mentor: Sarah Marie Catalana Berry, Ph.D.; catalanas@winthrop.edu
College
College of Education
Faculty Mentor
Sarah Marie Catalana Berry, Ph.D.
Abstract
Emotional resilience is often defined by the ability of an individual to avoid or bounce back from stress when presented with difficult situations. Preservice teachers are exposed to a varying degree of stressors that only compound when they reach in-service teacher status. Emotional resilience is something proven to play a role in teacher retention, wellbeing, and satisfaction. The questions presented are how best to foster emotional resilience in pre-service teachers to increase the wellbeing of individuals, while also increasing teacher retention. Research was conducted to determine appropriate questions based on stressors that preservice teachers face. Four different types of stressors were identified pertaining to preservice teachers: evaluation anxiety, pupil and professional concerns anxiety, class control anxiety, and teaching practice requirements anxiety. Questions for the survey were created using the four types of identified stressors. After approval, the survey was sent out to upperclassmen preservice teachers for their responses. Roughly 70 responses were collected from participants.
Additional Fields About Your Abstract
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Honors Thesis Committee
Sarah Marie Catalana Berry, Ph.D.; Michael Lipscomb, Ph.D. Bettie Parsons Barger, Ph.D.; David Vawter, Ph.D.
Honors Thesis Committee
Sarah Marie Catalana Berry, Ph.D.; Michael Lipscomb, Ph.D. Bettie Parsons Barger, Ph.D.; David Vawter, Ph.D.
Course Assignment
HONR 450H - Catalana Berry & HONR 451H – Lipscomb
Emotional Resilience of Preservice Teachers
Emotional resilience is often defined by the ability of an individual to avoid or bounce back from stress when presented with difficult situations. Preservice teachers are exposed to a varying degree of stressors that only compound when they reach in-service teacher status. Emotional resilience is something proven to play a role in teacher retention, wellbeing, and satisfaction. The questions presented are how best to foster emotional resilience in pre-service teachers to increase the wellbeing of individuals, while also increasing teacher retention. Research was conducted to determine appropriate questions based on stressors that preservice teachers face. Four different types of stressors were identified pertaining to preservice teachers: evaluation anxiety, pupil and professional concerns anxiety, class control anxiety, and teaching practice requirements anxiety. Questions for the survey were created using the four types of identified stressors. After approval, the survey was sent out to upperclassmen preservice teachers for their responses. Roughly 70 responses were collected from participants.
