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Effect of Early Childhood Teachers' Job Stress and Stress Coping Strategies on Job Satisfaction
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유아교사의 직무스트레스와 스트레스 대처방식이 직무만족도에 미치는 영향

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Type
Academic journal
Author
Kim Jeong Ju (동신대학교)
Journal
아시아문화학술원 인문사회 21 인문사회 21 제12권 제5호 KCI Accredited Journals
Published
2021.10
Pages
2,015 - 2,028 (14page)

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Effect of Early Childhood Teachers' Job Stress and Stress Coping Strategies on Job Satisfaction
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The purpose of this study was to examine the effects early childhood teachers’ of job stress and stress coping strategies on Job satisfaction. Questionnaires were distributed and collected to 229 early childhood teachers working in childcare centers and kindergartens in G and J provinces. The collected data were analyzed by Pearson’s moment correlation analysis and multiple regression analysis using the SPSS 21.0 program. The results are as follows: First, the job satisfaction of early childhood teachers showed negative correlation with job stress and positive correlation with stress coping method. Second, the direct-active stress coping strategy had the greatest effect on job satisfaction of early childhood teachers. Next, the principal’s leadership and administrative support, and indirect-passive stress coping strategies had an effect on job satisfaction of early childhood teachers. In conculsion, the results of this study suggest that, as a way to increase the job satisfaction of early childhood teachers, a program is needed for early childhood teachers to establish and implement strategies to cope with job stress.
#유아교사 #교육과 보육 #직무스트레스 #스트레스 대처방식 #직무만족도 #Early Childhood Teacher #Education and Childcare #Job Stress #Stress Coping Strategy #Job Satisfaction

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