Objective: This study aimed to investigate the mediating effect of stress-coping
strategies of childcare teachers’creative personality on teacher efficacy.
Methods: Study subjects were 204 childcare teachers working at nursery schools
located in S city of Gyeonggi province, and this study collected materials from
childcare teachers through a self-report survey. For materials collected, this study
conducted frequency analysis, correlation analysis and multiple regression analysis
using spss 21.0, and verified the mediating effect through the Sobel Test.
Results of this study are as follows.
Results: First, there was a positive correlation among creative personality, teacher
efficacy and stress-coping strategies. Second, results show that stress-coping
strategies mediate the effect of childcare teachers’ creative personality on teacher
efficacy. Lastly, problem-focused coping strategies turned out to be full mediation,
whereas coping strategies seeking social support was partial mediation.
Conclusion: Based on the results, this study suggested the necessity to prepare
a practical plan for enabling childcare teachers to use stress-coping strategies in
a successful way.