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http://dx.doi.org/10.5762/KAIS.2013.14.10.4902

The influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout  

Kang, Hye-Won (Department of Education, Dongbang Graduate University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.14, no.10, 2013 , pp. 4902-4909 More about this Journal
Abstract
The purpose of this study was to investigate the influence of early childhood teachers' emotional regulation style and teacher efficacy to their burnout. The data was collected by questionnaires method from 157 early childhood teachers in Gyeongsangbuk-do and Ulsan city. The instruments were Scale for Emotional Regulation Styles, Teachers' Sense of Efficacy, and Early Childhood Teachers Burnout Scale. The results of the study were as follows: Early childhood teachers' emotional regulation style and teacher efficacy meaningfully influenced to their burn out. This means early childhood teachers who had higher avoidant/distract regulation style showed higher their burnout and who had higher personal teacher efficacy showed lower their burnout. This research offers further study the influence variables to burnout and find out the effective method of emotional regulation and to enhance teacher efficacy.
Keywords
Burnout; Early childhood teacher; Emotional regulation style; Teacher efficacy;
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