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Ji Young Lee 1 Article
Mediating Effect of Stress Coping in the Relationship between Technostress and Teacher Efficacy of Early Childhood Teachers
Ji Young Lee
STRESS. 2018;26(1):46-51.   Published online March 31, 2018
DOI: https://doi.org/10.17547/kjsr.2018.26.1.46
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Abstract PDF
Background:

The purpose of this study was to examine the association between early childhood teachers’ technostress and teacher efficacy, and explored the mediation effects of stress coping in the between technostress and teacher efficacy.

Methods:

The subjects of the study were 197 kindergarten and child care center teachers who work in Seoul and Gyeonggi do. The data were collected from 5, November 2017 to 20, November. It was analyzed with descriptive statistics, Pearson correlation and multiple regression using SPSS 20.0 program.

Results:

Participants was a moderate degree of technostress and stress coping, and slightly higher degree of teacher efficacy. There were significant correlations among technostress, stress coping and teacher efficacy. Technostress was positively correlated with stress coping and was negatively correlated with teacher efficacy. Stress coping was acted as a mediator in the between technostress and teacher efficacy.

Conclusions:

These results suggest that it is necessary to develop and apply an intervention program focusing on stress coping in order to lower the technostress and raise the teacher efficacy of early childhood teachers.


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