• The Korean Journal of Health Service Management
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• v.10 no.2
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• pp.205-216
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• 2016

Objectives : The purpose of this study was to determine the association between musculoskeletal workload and job stress in early childcare teachers. Methods : This study was based on The Korean Working Condition Survey conducted on wage workers. The total number of individuals included in the analysis was 395 (286 childcare teachers and 109 kindergarten teachers) early childcare teachers in 2011. The collected data were analyzed by frequency statistic, cross-tabulation analysis and logistic regression. Results : The adjusted odds ratio showed a statistically effective association for job stress exposure. The results were as follows: education level, service environment, emotional labor, fatigue or posture led to pain for a high level of job stress. Additionally, for childcare teachers, the results showed that fatigue or posture led to pain when moving a heavy object frequently. Conclusions : When childcare teachers are assigned a task to lift heavy or awkward or objects, care should be taken on who is assigned the task, and it should be done safely. An intervention program should be developed to train childcare teachers to safely and efficiency do heavy labor in early childcare education classes.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.61-75
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• 2007

This study defined awareness of professionalism and job stress in 353 child-care teachers of children with special needs and analyzed the relative contribution of professional awareness to job stress. Teachers showed high awareness of 'ethics' and 'enthusiasm enhancing professionalism', and this awareness correlated highly with professionalism in the 'specialized knowledge and skills' sub-factors. Teachers showed high levels of stress in the 'general duty' and the 'guidance of children with special needs' categories, and this correlated highly with stress caused by 'child-care center management.' The results of canonical correlation analysis indicated that of professionalism sub-factors only the awareness of 'social services' contributed positively to job stress.

• The Journal of the Convergence on Culture Technology
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• v.6 no.2
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• pp.25-31
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• 2020

We aimed to investigate the moderating effect of kindergarten teachers' resilience in the relation between job stress and psychological burnout. The subjects were 164 early childhood teachers in Metropolitan area, South Korea. We measured subjects' job stress, psychological burnout, and resilience using the questionnaires. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of hierarchical regression using SPSS 21.0. As results, kindergarten teachers' job stress showed the significantly positive correlation with their psychological burnout, but resilience showed the significantly negative correlation with it. It was found that kindergarten teachers' resilience had the moderating effect in the relation between job stress and psychological burnout.

• Journal of Families and Better Life
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• v.34 no.4
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• pp.37-49
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• 2016

The purpose of this study was to examine the mediating effect of inner resilience and external resilience on the relationship between the job stress of early childhood education teachers and their teaching flow. Data were collected through questionnaires from 221 early childhood Korean teachers in the InCheon area. The instruments used in this study were the Kindergarten Teachers' Job Stress Scale, Early Childhood Teachers' Resilience Scale, and Teaching Flow Scale. The data were analyzed by Pearson's correlation analysis, multiple regression analysis, and Baron and Kenny's method. It was adapted to SPSS ver. 18.0 for Windows. This study followed a mediated effect model. First, there was a negative correlation between the job stress and teaching flow. There was a positive correlation between the teaching flow and the resilience. Secondly, there was a negative correlation with job stress and teaching flow in path model 1. In path model 2, there was a positive correlation with resilience and teaching flow. Teaching flow was statistically and significantly influenced by resilience. Thirdly, there was the mediating effect of inner resilience and external resilience on the relationship between the job stress of early childhood education teachers and their teaching flow. These results can be used as the basic data for the improvement of early childhood education teachers' teaching flow in the future.

• Journal of Korean Public Health Nursing
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• v.37 no.1
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• pp.43-53
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• 2023

Purpose: This study aims to identify the factors influencing the depression of teachers in child day care centers. Methods: The study 181 teachers working at national/public or child day care centers certified by Seoul Metropolitan government in Seoul, South Korea. Data from September to October 2021, and emotional labor, job stress, ego resilience, stress resilience, and depression. Data were analyzed using t-test, ANOVA, Pearson's correlation coefficients, and stepwise multiple regression. Results: The average depression of child day care center's teachers 8.52±7.58 out of 60 points, and the depression group (above 21 points) was 9.4%. Depression in child day care center's teachers was positively correlated with job stress (r=.42, p<.001) and negatively correlated with ego resilience and stress resilience (r=-.55, p<.001). Factors affecting depression of child day care center's teachers were found to be job stress (p=0.005), ego resilience (p<.001), stress resilience (p=0.031) and the explanatory power of these variables was 39%. Conclusion: Results of this study indicate that in the future development of depression intervention programs for teachers of child day care centers, it is necessary to include measures that reduce job stress and strengthen ego resilience and stress resilience.

• Korean journal of food and cookery science
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• v.28 no.2
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• pp.97-110
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• 2012

The purposes of this study were to examine the levels of job stress and job burnout perceived by nutrition teachers and dietitians in school foodservice in Gyeongsangnam province and to analyze job stress factors affecting job burnout. A total of 270 questionnaires were distributed from December 10 to 29, 2010 and 252 were returned (response rate : 93.3%). A total of 245 were used in the final analysis (usage rate : 90.7%), excluding seven improper questionnaires. The results of this study were as follows : 100% of the respondents were women, and their mean age was 38. 60% were nutrition teachers and 40% were dietitians. The level of job stress and job burnout of the respondents were 2.89 points (on a 5-point Likert scale) and 3.70 (on a 7-point Likert scale), respectively. In regard to job stress factors, job demand (3.97) recorded the highest scores, followed by organizational system (2.99), lack of reward (2.85), interpersonal conflict (2.69), job insecurity (2.63), organizational climate (2.63), and insufficient job control (2.45) in that order. Exhaustion burnout (4.60) recorded the highest points among job burnout factors, followed by cynicism (3.46), and professional efficacy (3.04) in that order. Job stress factors affecting job burnout were organizational system (p<.001), job insecurity (p<.001), lack of reward (p<.001), and organizational climate (p<.01). In conclusion, it is necessary to provide human resources management strategies to lower job demand and workload in order to reduce job stress and job burnout for dietitians and nutrition teachers in school foodservice.

• Korean Journal of Child Studies
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• v.37 no.4
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• pp.145-158
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• 2016

Objective: This study investigated the moderating effect of emotional dysregulation on the relationship between teacher efficacy and job stress among teachers in the Early Childhood Education and Care (ECEC). Methods: The participants included 586 ECEC teachers from 99 centers in Seoul, Gyeonggi-do, Daejeon, Chungcheong-do, Jeolla-do, and Gyeongsang-do. The data were analyzed through frequencies, percentages, and Pearson's correlations using SPSS 21.0 (IBM Co., Armonk, NY). To analyze the moderating effect, Ping's (1996) two-step approach was used via AMOS 20.0 (IBM Co., Armonk, NY). Results: The main findings are as follows. First, the mean scores of ECEC teacher efficacy and job stress showed above the average, and the mean score of emotional dysregulation was the nearly average. Second, fit statistics indicated that the proposed model, as revised, provided an acceptable fit to the sample data. This proposed model showed that the emotional dysregulation of teachers in ECEC had a moderating effect on the relationship between teacher efficacy and job stress. Conclusion: These findings imply that the ECEC teachers showed the higher level of self-trust and self-confidence than average regarding their own work, and suffered from the work overload. Also, the positive and supportive working environment would help the ECEC teachers to reduce their emotional dysregulation. In addition, there was a moderating effect of the ECEC teachers' emotional dysregulation on the relationship between teacher efficacy and job stress. These findings imply that the workshop or counselling programs need to be provided to teachers in order to help control their emotion dysregulation and reduce their job stress.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.9
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• pp.5553-5563
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• 2014

The purpose of this study was to understand the structural relationships of the kindergarten teachers' role performance with the teaching efficacy and job stress. To achieve the research goal, this study conducted a survey targeting a total of 300 teachers, vice principals and principals working for infant educational institutes located in Gyeonggi-do, and analyzed 253 copies of the survey in total. The study used a structural equation to design a structural equation-based model to look into the structural relationships related to the role performance with the teaching efficacy and job stress. The collected data was then analyzed by AMOS 18.0 to estimate the correspondence and the parameter of the model. According to the results of the analysis, the role performance of kindergarten teachers was observed to have an immediate influence on the teaching efficacy. The role performance of kindergarten teachers was directly connected to job stress. The job stress had an indirect relationship with the role performance of kindergarten teachers through the teaching efficacy. The teaching efficacy of the kindergarten teachers was confirmed to have immediate association with the job stress of infant teachers.

• The Korean Journal of Community Living Science
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• v.20 no.3
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• pp.343-355
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• 2009

The purpose of this study was to examine the efficacy of child care and the education and the influence of job-stress on job-satisfaction of child care and education teachers. 172 child care and education teachers were chosen from 40 child care centers located in Incheon, Gyeonggido, and Seoul. Data were collected using the efficacy of child care and education index, the job-stress instrument, and the job-satisfaction instrument, and were analyzed using t-test, one-way ANOVA(Duncan test), correlation analysis and multiple regression analysis. There were significant differences in child care and education teacher's job-satisfaction according to the teacher-related variables, including the type of institution, the number of classes, the age of children, the education, the teaching experience, the income, the age of teacher, and the marital status of the teacher. Correlation analysis indicated that the teacher's efficacy of child care and education and the job-satisfaction had significant correlations, especially the satisfaction of job itself indicated high positive correlations. Job-stress and job-satisfaction of the child care and education teachers had significant negative correlations in all sub-variables, especially the stress from the working environment and the satisfaction of administration system indicated high negative correlations. It was also found that stress from the working environment, stress from the overload, stress from the peer relations, and the efficacy of child care and education were all significant predictors of the child care and education teacher's job-satisfaction.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.221-238
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• 2015

This study examined the effects of emotional intelligence, teaching efficacy and job stress on happiness among early childhood teachers. Data were collected from 246 early childhood teachers. To collect the data, emotional intelligence, teaching efficacy, job stress, and happiness instruments were used. All research variables were measured using self-reported questionnaires, and were analyzed with one-way ANOVA, t-test, Pearson's correlation and pathway analysis. The results indicated teachers' happiness had no difference by demographic variables. Emotional intelligence had a direct effect and an indirect effect through teaching efficacy and job stress on happiness among early childhood teachers. Teaching efficacy and job stress had a direct effect on happiness among early childhood teachers. Additionally, emotional intelligence was the most important variable predicting early childhood teachers' happiness. Teaching efficacy and job stress had a mediating effect between emotional intelligence and happiness.