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서지반출
보육교사의 직무스트레스, 교사효능감, 정서중심 스트레스 대처방식 및 우울의 차이와 우울에 미치는 변인들의 영향
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  • 보육교사의 직무스트레스, 교사효능감, 정서중심 스트레스 대처방식 및 우울의 차이와 우울에 미치는 변인들의 영향
  • The Differences in Job Stress, Teacher Efficacy, Emotion-Focused Coping Strategies and Depression, and Their Influences on Depression
저자명
이경숙,채진영,김명식,박진아,이정민
간행물명
한국보육지원학회지KCI
권/호정보
2016년|12권 4호(통권44호)|pp.23-40 (18 pages)
발행정보
한국보육지원학회|한국
파일정보
정기간행물|KOR|
PDF텍스트(0.42MB)
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서지반출

국문초록

영문초록

The purposes of this study were 1) to examine the differences in job stress, teacher efficacy, emotion-focused coping strategies and depression of teachers in early childhood education and care according to their demographic backgrounds, 2) to investigate the influences of these variables on depression. 586 teachers in ECEC answered the questionnaires and the collected data were analyzed through frequence, percentages, Pearson’s correlations, One-Way ANOVA, Bonferroni post hoc test, and stepwise regression using SPSS 21.0. The findings are as follows. First, job stress was significantly different according to ECEC teachers’ ages and types of centers they were employed at teacher efficacy was significantly different according to their ages and education levels, emotion-focused coping strategies and depression were respectively significantly different according to ages, types of centers and education levels. Second, ECEC teachers’ depression was influenced by undercontrolled expressionof emotion-focused coping strategies, home connection and promotion of positive learning environment of teacher efficacy, undercontrolled thinkingof emotion-focused coping strategies and work overload and job stress in order. These results imply that a support system and a policy should be established for ECEC teachers to express and understand their emotions in a positive way and related information should be provided to them through workshops.

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론
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