The purpose of this quantitative correlational study was to determine if, or to what extent, there were correlations between the Five-Factor Model of Personality traits and resilience among K-12 educators in the Northeastern United States. Prior to this study, it was not known if, or to what extent, there were correlations between the Five-Factor Model of Personality traits and resilience among K-12 educators. Resilience theory and the five-factor model of personality are the two theoretical foundations of this study. This random sample was selected from multiple campuses of a K-12 public school in Connecticut. A quantitative methodology was employed for this study, a correlational design was used. This study used a brief demographic survey, the Connor-Davidson Resilience Scale and the five-factor model of personality to collect data. A Pearson r correlation analysis was used for each variable being evaluated. Findings indicated that four of five hypotheses were statistically significant: for H1a, results from Pearson r correlation analysis indicated there was no significant relationship (r(87) = .16, p = .127) between an educator’s resilience level and their level of openness. For H2a-H5a, results from Pearson r correlation found a statistically significant relationship between an educator’s resilience level and the personality trait of openness (r(87) = .39, p < .001), extraversion (r(87) = .51, p < .001), agreeableness (r(87) = .30, p < .01) and neuroticism (r(87) = - .59, p < .001). Suggesting, teachers who are dependable, reliable, and methodical tend to prepare well and work through adversity.
|Advisor:||Luckett, Theodus, Fish, Wade|
|Commitee:||Hawley , Robyn , Ward , Jason|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Behavioral psychology, Educational sociology, Educational evaluation, Educational administration, Education Policy|
|Keywords:||Educational burnout, Educational resilience, Five Factor Model of Personality, Personality Traits, Student resilience, Resilience Theory, K-12 educators, United States|
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