Academic Resilience and Performance of Pre-Service Teachers in the Post-Pandemic Era
DOI:
https://doi.org/10.69569/jip.2024.490Keywords:
Adaptive, Reflective, Perseverance, Teaching performanceAbstract
Resilience is essential in fostering commitment, quality, and effectiveness in teaching. However, the global pandemic posed challenges that impacted the resilience of pre-service teachers. This study employed a correlational design to examine the link between academic resilience and practicum performance among 100 randomly selected pre-service teachers. Findings revealed high levels of resilience, particularly in perseverance, reflection, adaptive help-seeking, and emotional regulation. Most participants achieved “very satisfactory” practicum ratings, indicating strong teaching efficacy. Notably, perseverance was positively correlated with practicum performance, suggesting that those who persisted through difficulties tended to perform better. Furthermore, a significant relationship was found between reflective thinking, adaptive help-seeking, and improved practicum outcomes. These results highlight the value of fostering resilience-related traits in teacher education programs. Institutions are encouraged to develop strategies that enhance pre-service teachers’ resilience. Future research should explore additional predictors of practicum success using a broader sample to gain deeper insights into teacher preparation.
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