Teacher Self-Efficacy and Job Stress as Predictors of the Job Satisfaction of Infant Teachers
AUTHOR : 김연아,김경은
INFORMATION : page. 105~121 / 2012 Vol.19 No.1
ABSTRACT
The purpose of this study was to examine the relationship between teacher self-efficacy, job stress, and job
satisfaction on the part of infant teachers. A total 225 infant teacher's data on the topics of teacher selfefficacy,
job stress, and job satisfaction were collected. The major findings were as follows: First, job
satisfaction on the part of teachers differed according to the infant teacher's educational background, career,
and the types of child care facilities they worked in. Second, teacher self-efficacy had a positive relationship
to the job satisfaction of infant teachers but job stress had a negative relationship to the job satisfaction
of infant teachers. Third, the influential variables affecting the job satisfaction levels of infant teachers were
the level of financial stress, authoritarian management styles, interpersonal stress, and self-management
efficacy. The more stress infant teachers experienced from financial problems, authoritarian management
styles, and interpersonal relationships, the less infant teachers exhibited satisfaction with their jobs. These
results suggested the need of a national policy to support and provide for the welfare of infant teachers