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The Moderating Effects of Ego-Resilience and Relationship with Colleague Teachers on the Association between the Effects of Technostress and Teaching Efficacy of Early Childhood Teachers
Korean J Stress Res 2019;27:251-258
Published online September 30, 2019
© 2019 Korean Society of Stress Medicine.

Jiyoung Lee1 , Sungwon Kim2

1Department of Education, Tarlac State University, Tarlac, Philippine, 2Department of Industrial Education, Chongshin University, Seoul, Korea
Correspondence to: Sungwon Kim
Department of Industrial Education, Chongshin University, 143 Sadang-ro, Dongjak-gu, Seoul 06988, Korea
Tel: +82-2-3479-0399
Fax: +82-2-3479-0677
E-mail: sungwon1331@gmail.com
Received May 15, 2019; Revised September 4, 2019; Accepted September 5, 2019.
Articles published in stress are open-access, distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/4.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Background: This study was intended to investigate the level of technostress, teaching efficacy, ego-resilience, and the relationships with colleagues of early childhood teachers. It was also intended to identify correlations between these four variables, and any moderating effects of ego-resilience, and relationship with colleagues on the association of technostress and teaching efficacy.
Methods: The data were collected from 202 early childhood teachers in Seoul and Kyoung-gi province, from September 3, 2018 to September 29, 2018, and were analyzed by descriptive statistics, pearson correlation, and hierarchical regression analysis using the SPSS 22.0 program.
Results: The results showed technostress at a moderate level, and teaching efficacy, ego-resilience, and relationship with colleague at slightly higher levels. There were negative associations between technostress and teaching efficacy, ego-resilience, and relationship with colleague teachers, and positive associations among teaching efficacy, ego-resilience, and relationship with colleague teachers. A partial moderating effect of ego-resilience and relationship with colleague teachers on the association between technostress and teaching efficacy, was found.
Conclusions: These results suggest that the effects of a high level of technostress on teaching efficacy of early childhood teachers could be alleviated dependant on the levels of ego-resilience and relationship with colleagues.
Keywords : Technostress, Teaching efficacy, Ego-resilience, Relationship with colleague teachers, Moderating effects


September 2019, 27 (3)

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