Mediating Effect of Stress Coping in the Relationship between Technostress and Teacher Efficacy of Early Childhood Teachers

Abstract

Background: The purpose of this study was to examine the association between early childhoodteachers’ technostress and teacher efficacy, and explored the mediation effects of stress coping in thebetween technostress and teacher efficacy.Methods: The subjects of the study were 197 kindergarten and child care center teachers who workin Seoul and Gyeonggi do. The data were collected from 5, November 2017 to 20, November. It wasanalyzed with descriptive statistics, Pearson correlation and multiple regression using SPSS 20.0program.Results: Participants was a moderate degree of technostress and stress coping, and slightly higherdegree of teacher efficacy. There were significant correlations among technostress, stress coping andteacher efficacy. Technostress was positively correlated with stress coping and was negativelycorrelated with teacher efficacy. Stress coping was acted as a mediator in the between technostressand teacher efficacy.Conclusions: These results suggest that it is necessary to develop and apply an intervention programfocusing on stress coping in order to lower the technostress and raise the teacher efficacy of earlychildhood teachers.