2025 IJRSE – Volume 14 Issue 12
Available Online: 2 July 2025
Author/s:
Lee, Soojeong
University of Arizona, USA (sjlee23@arizona.edu)
Zhao, Jing
University of Arizona, USA (jingzhao1@arizona.edu)
Chen, Yijia
University of Arizona, USA (yijiachen@arizona.edu)
Hong, Ji*
University of Arizona, USA (jihong@arizona.edu)
Nie, Youyan
Nanyang Technological University, Singapore (youyan.nie@nie.edu.sg)
Soleas, Eleftherios
Queen’s University, Canada (eks3@queensu.ca)
Abstract:
This study aims to develop and validate the Pre-service Teachers’ Resilience (PTR) scale. While teacher resilience is a dynamic and multifaceted capacity, this study focuses on the emotional and social dimensions of resilience. The scale was developed rigorously, tested for internal consistency, and followed with Exploratory Factor Analysis with 241 pre-service teachers in Canada. It was further validated using Confirmatory Factor Analysis with 480 pre-service teachers in the U.S. Results showed high internal consistency and a two-factor model: i) managing emotional well-being and ii) seeking social support. We also discussed the implications of this finding concerning pre-service teacher training and support.
Keywords: pre-service teacher resilience, emotional wellbeing, social support, instrument development, instrument validation
DOI: https://doi.org/10.5861/ijrse.2025.25186
Cite this article:
Lee, S., Zhao, J., Chen, Y., Hong, J., Nie, Y., & Soleas, E. (2025). Development and validation of pre-service teachers’ resilience (PTR) scale. International Journal of Research Studies in Education, 14(12), 191-203. https://doi.org/10.5861/ijrse.2025.25186
* Corresponding Author