The Relationship between Teachers’ Measures of Resilience and Self-efficacy with their Intent to Remain in the Teaching Profession.

Authors

Krisdhal E. Ugarte-Torre, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Major/Program

Educational Leadership

First Advisor's Name

Ethan Kolek

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Peter Cistone

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Laura Dinehart

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Maureen Kenny

Fourth Advisor's Committee Title

Committee Member

Keywords

Teacher Intent to Stay, Teacher Self-Efficacy, Teacher Resilience, Miami-Dade County Public Schools

Date of Defense

6-24-2021

Abstract

The study examined MDCPS teachers’ measure of resiliency and self-efficacy and their intention to remain in the teaching profession. A survey was sent to 2,000 MDCPS teachers who work within schools located in the Central Region. The survey consisted of the Teachers’ Sense of Self-Efficacy Scale, the Teacher Resiliency Survey, and the Intent to Stay Scale. Demographics information, teaching assignment, preservice preparation program, and Title I school status questions were part of the survey to account for them as control variables. The survey concluded with questions regarding the COVID-19 pandemic. An ordinary least-squares regression analysis was used to predict the value of teachers’ intent to stay. The data on teacher resiliency were inconsistent when compared with the findings of the other data. Teacher-reported resiliency levels were extremely low when compared to the reported levels of self-efficacy and intent to stay. Four different regression models were run, two with the teacher resiliency variable and two without. The first regression model examined teachers’ intent to remain in the teaching profession with teacher resiliency as part of the variables. The results showed three variables with statistical significance: Teacher Self-Efficacy Scale (p=.004), teachers’ age (p=.020) and Title I school status (p= .045). The second model examined the relationship of teachers’ intent to remain in MDCPS with teacher resiliency as part of the variables. The results revealed two variables with statistical significance: Teacher Self-Efficacy Scale (p= .010) and teachers who work at K8 Centers (p=.007). The third regression model examined teachers’ intent to remain in the teaching profession without teacher resiliency as part of the variables. The results indicated three variables with statistical significance: Teacher Self-Efficacy Scale (p=.002), teachers’ age (p=.023) and working in a high school (p= .034). The fourth model examined the relationship of teachers’ intent to remain in MDCPS without teacher resiliency as part of the variables. The results revealed two variables with statistical significance: Teacher Self-Efficacy Scale (p= .008) and teachers who work at K8 Centers (p=.005).

Identifier

FIDC010274

Recommended Citation

Ugarte-Torre, Krisdhal E., "The Relationship between Teachers’ Measures of Resilience and Self-efficacy with their Intent to Remain in the Teaching Profession." (2021). FIU Electronic Theses and Dissertations. 4833.
https://digitalcommons.fiu.edu/etd/4833