||保育者効力感に及ぼす一般性自己効力感と学業ストレス対処方略の影響 : 保育専攻短大生における学年差の検討
Effects of Generalized Self-efficacy and Coping Strategies to Academic Stressors on Preschool Teacher Efficacy : School Year Based Differences in Junior College Early Childhood Education Majors
55 , 2015-12-28 , 広島文化学園短期大学
Effects of generalized self-efficacy and strategies for coping with academic stressors on preschool teacher efficacy of junior college students studying early childhood education were investigated. A previous study (Tagashira, 2012) conducted with childcare workers indicated that preschool teacher efficacy comprised of a two-factor structure. In the present study, first, differences in the factor structure of preschool teacher efficacy of junior college students studying early childhood education was investigated based on the school year. Results indicated that first-year students’ preschool teacher efficacy had a one-factor structure, whereas that of second-year students had a two-factor structure, which was slightly different from the factor structure of childcare workers. It is suggested that preschool teacher efficacy changes depending on learning content at junior colleges, and practical experiences. Next, covariance structure analysis was conducted on the effects of preschool teacher efficacy on generalized self-efficacy and strategies for coping with academic stressors. The results shown in the path diagram below indicated that in both first and secondyear students, strategies for coping with academic stressors affected generalized self-efficacy, and preschool teacher efficacy. Among factors of Coping Strategies to Academic Stressors Scale, especially “problem solving strategies” increased preschool teacher efficacy. Moreover, among factors of Generalized Self-Efficacy Scale, especially “positive behaviors” increased preschool teacher efficacy.
The above results suggest the need for students to develop problem solving strategies and to increase their generalized self-efficacy in order to increase preschool teacher efficacy.