Abstract
This study sought to determine how ego-resilience and self-regulation affect the problem behavior guidance strategy of early childhood teachers. A sample of 217 early childhood teachers participated in this study. We analyzed the data using SPSS 24.0 and SPSS Macro, and the results were as follows: First, both ego-resilience and self-regulation were positively related to a positive proactive strategy and a positive reactive strategy but were not associated with a negative reactive strategy. Second, ego-resilience and self-regulation had significant influences on the positive proactive strategy. Third, ego-resilience and self-regulation also had substantial impacts on the positive reactive strategy. Based on these results, we have discussed how early childhood teachers could utilize the behavior guidance strategies more promptly and positively.
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