Preschool Teacher’ Subjective Wellbeing: The Role of Self-Efficacy and Emotion Regulation
Abstract
Teachers' subjective well-being, in other words their professional happiness, is one of the critical factors that affect the creation of a classroom environment that supports children's development and learning.Therefore, more research is needed to determine ways to support the subjective well-being of preschool teachers.The aim of the present study was to analyze the predictive role of emotion regulation strategies and self-efficacy perceptions in the subjective well-being of preschool teachers.The participants of the study consisted of 275 pre-school teachers working in kindergartens with the Ministry of Education in the Gaziantep, Adana and Osmaniye.Participants completed the Emotion Regulation Scale, Teacher Self-Efficacy Scale, and Teacher Subjective Well-Being Scale. Hierarchical regression analysis was used to analyze the research data.The effect size of the independent variables (partial correlations, r) and the effect size of the model as a whole (f2) were calculated.Findings showed that reappraisal of emotions was a significant predictor of preschool teachers' subjective well-being.In addition, teachers' self-efficacy perceptions towards classroom management are an important determinant of their subjective well-being. The results show that efforts to support preschool teachers' emotional regulation skills and self-efficacy may be effective in protecting and positively improving their subjective well-being.
Keywords
Preschool teachers , subjective well-being , emotion regulation , self-efficacy
Kaynakça
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