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The Parallel Multiple Mediating Effect of Child Care Teacher's Teacher Efficacy in the Relationship Between Self-Care and Burnout

The purpose of this study was to analyze the parallel multiple mediating effect of child care teacher’s teacher efficacy in the relationship between self-care and burnout. The survey was conducted on 276 teachers of 3 to 5 year classroom from daycare centers in Seoul and Gyeonggi-do. Participants responded to questionnaires that measured burnout, self-care, and teacher efficacy. The collected data was analyzed by descriptive statistics, correlation analysis using SPSS 26.0. Furthermore, the parallel multiple mediating effect was analyzed using the PROCESS Macro for SPSS version 3.5 (Model 4) and the statistical significance of the meditating effect was examined by bootstrapping. The results were as follow. First, self-care, burnout, and teacher efficacy of child care teacher were found to be correlated. Second, only classroom management in the subfactors of teacher efficacy was found to have the partial mediating role in the relationship between self-care and burnout. The results of this study emphasize the importance of self-care and teacher efficacy for child care teacher’s burnout. These findings can serve resources to develop programs for child care teacher’s burnout.