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http://dx.doi.org/10.5762/KAIS.2014.15.3.1424

Effects of Early Childhood Teachers' Job Stress on Organizational Commitment: The Mediating Role of Teaching Efficacy Belief  

Kim, Young-Sook (Eastern Sinma Kindergarten)
Chung, Myung-Sun (Dept. of Counseling Psychology Education, Joongbu University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.15, no.3, 2014 , pp. 1424-1435 More about this Journal
Abstract
The purpose of this study was to investigate the causal relationship among job stress, teaching efficacy belief, and organizational commitment for early childhood teachers. Besides, the current study examined the mediating effect of teaching efficacy belief on the relationship between job stress and organizational commitment. The data were gathered through the questionnaires from 500 kindergarten and nursery teachers who are located in D metropolitan city. Among them, the total of 426 subjects were used for analysis from recovered 442. The results indicated that job stress was negatively correlated with teaching efficacy belief and organizational commitment for early childhood teachers. Teaching efficacy belief significantly had a positive relation with organizational commitment. Moreover, teaching efficacy belief turned out to have a partial mediating effect on the relationship between job stress and organizational commitment. This study has its significance in that it looked at the job stress as a predictor variable to explain the organizational commitment, the positive viewpoint by turning away from the early childhood teachers' burnout, and provided the potential for the environmental intervention by confirming the mediating effect of teaching efficacy belief.
Keywords
Job stress; Teaching efficacy belief; Organizational commitment; Mediator;
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