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Teacher Self-Efficacy, Stress, and Stress Coping Strategies in Early Childhood Educators
Teacher Self-Efficacy, Stress, and Stress Coping Strategies in Early Childhood Educators
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211150940
- ISBN
- 9798382214641
- DDC
- 370
- 저자명
- Ouyang, Anran.
- 서명/저자
- Teacher Self-Efficacy, Stress, and Stress Coping Strategies in Early Childhood Educators
- 발행사항
- [Sl] : University of Washington, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 95 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Joseph, Gail.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2024.
- 초록/해제
- 요약The University of Washington's Early Childhood Education (ECE) teacher well-being hybrid and online courses for both pre-service and in-service teachers uses stress coping strategies to foster resilience, self- value, and confidence in ECE teachers. The present study employed a mixed-method research approach to investigate three questions pertaining the Fall 2022 iteration of this course as follows: 1) What were the changes, if any, in participants' perceived stress, self-efficacy, and stress coping strategies from the beginning to the end of the course? 2) Which predictors, including pretest scores, class type (online and hybrid class modalities), and years of experience, were uniquely associated with the changes in participants' perceived stress, self-efficacy, and stress coping strategies from this course? 3) In what ways, if any, did participants perceive stress-coping strategies learned during the course as effective or beneficial, based on their experience implementing the strategies? To answer these questions, I analyzed data from N = 21 participants enrolled in the Fall 2022 ECE teacher well-being course. Overall, the results found that 1) there were statistically significant improvements in teachers' self-efficacy in their capacity to engage students due to participants' value of commitment and maintaining cognitive functioning when managing children's behavior; 2) the increased use of the emotional-focused coping strategy may be due to the benefits experienced when using that particular strategy; 3) participants who had less teaching experience were more likely to use emotional-focused coping because they are more likely to seek emotional support and build relationship when coping stress; 4) participants, on average, reported a high intention of implementing stress coping strategies from the course in the future due to effectively resolving stress with minimal effort in the implementing the coping strategies.
- 일반주제명
- Educational psychology
- 일반주제명
- Teacher education
- 키워드
- Stress
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382214641
■035 ▼a(MiAaPQ)AAI30991731
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aOuyang, Anran.
■24510▼aTeacher Self-Efficacy, Stress, and Stress Coping Strategies in Early Childhood Educators
■260 ▼a[Sl]▼bUniversity of Washington▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a95 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Joseph, Gail.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2024.
■520 ▼aThe University of Washington's Early Childhood Education (ECE) teacher well-being hybrid and online courses for both pre-service and in-service teachers uses stress coping strategies to foster resilience, self- value, and confidence in ECE teachers. The present study employed a mixed-method research approach to investigate three questions pertaining the Fall 2022 iteration of this course as follows: 1) What were the changes, if any, in participants' perceived stress, self-efficacy, and stress coping strategies from the beginning to the end of the course? 2) Which predictors, including pretest scores, class type (online and hybrid class modalities), and years of experience, were uniquely associated with the changes in participants' perceived stress, self-efficacy, and stress coping strategies from this course? 3) In what ways, if any, did participants perceive stress-coping strategies learned during the course as effective or beneficial, based on their experience implementing the strategies? To answer these questions, I analyzed data from N = 21 participants enrolled in the Fall 2022 ECE teacher well-being course. Overall, the results found that 1) there were statistically significant improvements in teachers' self-efficacy in their capacity to engage students due to participants' value of commitment and maintaining cognitive functioning when managing children's behavior; 2) the increased use of the emotional-focused coping strategy may be due to the benefits experienced when using that particular strategy; 3) participants who had less teaching experience were more likely to use emotional-focused coping because they are more likely to seek emotional support and build relationship when coping stress; 4) participants, on average, reported a high intention of implementing stress coping strategies from the course in the future due to effectively resolving stress with minimal effort in the implementing the coping strategies.
■590 ▼aSchool code: 0250.
■650 4▼aEducational psychology
■650 4▼aEarly childhood education
■650 4▼aTeacher education
■653 ▼aProfessional development
■653 ▼aStress
■653 ▼aStress coping strategies
■653 ▼aTeacher self-efficacy
■653 ▼aTeacher well-being
■690 ▼a0525
■690 ▼a0518
■690 ▼a0530
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160237▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
