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http://dx.doi.org/10.14698/jkcce.2013.9.6.223

The Influence of Teacher Efficacy and Stress Coping Strategies on Job Satisfaction of Teachers in Early Childhood Education and Care  

Chae, Jin-Young (전북대학교 아동학과)
Publication Information
Korean Journal of Childcare and Education / v.9, no.6, 2013 , pp. 223-241 More about this Journal
Abstract
The purpose of this study was to examine the influence of teacher efficacy and stress coping strategies on job satisfaction of teachers in early childhood education and care. 189 teachers were recruited from 8 day care centers and 10 kindergartens in Seoul, Kyunggi, Kyungbuk, and Chonbuk provinces in Korea. Data were analyzed through frequencies, Pearson's correlations, and the stepwise regression analyses using PASW 18.0. The findings are as follows. First, the result showed that teachers in ECEC were most likely to be satisfied with their job characteristics most among the 4 subcategories in job satisfaction. They also perceived their the ability of discipline high for teacher efficacy, and used the direct coping strategy most as a stress coping strategy. Second, the teachers' ability to create a positive learning atmosphere affected job characteristics, the ability to participate in decision-making affected the relationship with director and colleagues, working environment, welfare and salary the most. Third, the direct coping strategy had the most impacts on all subcategories of job satisfaction. The results of this study may provide basic data for finding effective way to increase job satisfaction of teachers in ECEC.
Keywords
teacher for young children; job satisfaction; teacher efficacy; stress coping strategy;
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Times Cited By KSCI : 1  (Citation Analysis)
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