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Sungwon Kim 1 Article
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
Jiyoung Lee, Sungwon Kim
STRESS. 2019;27(3):251-258.   Published online September 30, 2019
DOI: https://doi.org/10.17547/kjsr.2019.27.3.251
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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.


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