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http://dx.doi.org/10.5723/kjcs.2016.37.4.145

The Moderating Effect of Emotional Dysregulation on the Relationship Between Teacher Efficacy and Job Stress of Teachers in Early Childhood Education and Care  

Lee, Kyung-Sook (Department of Rehabilitation, Hanshin University)
Chae, Jin-Young (Department of Child Studies, Chonbuk National University)
Kim, Myung-Sik (Department of Counseling Psychology, Jeonju University)
Park, JinAh (Sewon Infant Child Development Center)
Lee, Jeong Min (Department of Child Studies, Chonbuk National University)
Publication Information
Korean Journal of Child Studies / v.37, no.4, 2016 , pp. 145-158 More about this Journal
Abstract
Objective: This study investigated the moderating effect of emotional dysregulation on the relationship between teacher efficacy and job stress among teachers in the Early Childhood Education and Care (ECEC). Methods: The participants included 586 ECEC teachers from 99 centers in Seoul, Gyeonggi-do, Daejeon, Chungcheong-do, Jeolla-do, and Gyeongsang-do. The data were analyzed through frequencies, percentages, and Pearson's correlations using SPSS 21.0 (IBM Co., Armonk, NY). To analyze the moderating effect, Ping's (1996) two-step approach was used via AMOS 20.0 (IBM Co., Armonk, NY). Results: The main findings are as follows. First, the mean scores of ECEC teacher efficacy and job stress showed above the average, and the mean score of emotional dysregulation was the nearly average. Second, fit statistics indicated that the proposed model, as revised, provided an acceptable fit to the sample data. This proposed model showed that the emotional dysregulation of teachers in ECEC had a moderating effect on the relationship between teacher efficacy and job stress. Conclusion: These findings imply that the ECEC teachers showed the higher level of self-trust and self-confidence than average regarding their own work, and suffered from the work overload. Also, the positive and supportive working environment would help the ECEC teachers to reduce their emotional dysregulation. In addition, there was a moderating effect of the ECEC teachers' emotional dysregulation on the relationship between teacher efficacy and job stress. These findings imply that the workshop or counselling programs need to be provided to teachers in order to help control their emotion dysregulation and reduce their job stress.
Keywords
teacher efficacy; job stress; emotional dysregulation; moderating effect; teacher in ECEC;
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Times Cited By KSCI : 4  (Citation Analysis)
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