The Mediating Effect of Social Support on the Relationship Between Job Stress and the Psychological Well-Being of Early Childhood Education Teachers
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The purpose of this study was to examine the mediating effect of social support on the relationship between the sense of psychological well-being of early childhood education teachers and their job stress. The data were collected through questionnaires administered to 176 Korean kindergarten teachers. The instruments used in this study were the Kindergarten Teachers’ Job Stress Scale (4 factors, 34 items), Social Support Scale (4 factors, 24 items), and Psychological Well-Being Scale (6 factors, 48 items). The data were analyzed using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis, and Baron and Kenny’s method, using SPSS ver. 20.0 for Windows. This study followed the mediated effect model, and discovered the following: First, there was a moderately negative correlation between job stress and psychological well-being but the negative influence was statistically significant in path model 1. There was a moderately positive correlation between social support and psychological well-being. In path model 2, assessment support, one of the social support sub-scales, was statistically significant in the area of influence on psychological well-being. Second, there was a mediating effect of social support on job stress and psychological well-being in the regression model. These results will be of great avail to future studies on the improvement of early childhood education teachers’ psychological well-being.
Abstract
The purpose of this study was to examine the mediating effect of social support on the relationship between the sense of psychological well-being of early childhood education teachers and their job stress. The data were collected through questionnaires administered to 176 Korean kindergarten teachers. The instruments used in this study were the Kindergarten Teachers’ Job Stress Scale (4 factors, 34 items), Social Support Scale (4 factors, 24 items), and Psychological Well-Being Scale (6 factors, 48 items). The data were analyzed using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis, and Baron and Kenny’s method, using SPSS ver. 20.0 for Windows. This study followed the mediated effect model, and discovered the following: First, there was a moderately negative correlation between job stress and psychological well-being but the negative influence was statistically significant in path model 1. There was a moderately positive correlation between social support and psychological well-being. In path model 2, assessment support, one of the social support sub-scales, was statistically significant in the area of influence on psychological well-being. Second, there was a mediating effect of social support on job stress and psychological well-being in the regression model. These results will be of great avail to future studies on the improvement of early childhood education teachers’ psychological well-being.
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