Abstract
This study investigated the mediating effect of teacher-efficacy between self-regulation and job satisfaction among of early childhood teacher. Data was collected from 298 early childhood teachers using questionnaires, and the results were analyzed using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis, and bootstrapping analysis. The results of the study are as follows. First, there were positive correlations among self-regulation, teacher-efficacy, and job satisfaction of early childhood teachers. Second, self-regulation and teacher-efficacy among early childhood teachers significantly affected their job satisfaction. Third, teacher-efficacy mediated the relationship between self-regulation and job satisfaction, and its significance was verified. Based on these results, the study is meaningful because it provides fundamental information on how to strengthen teacher-efficacy by identifying the relationship between self-regulation and job satisfaction among early childhood teachers, and reveals the mediating role of teacher-efficacy in this relationship.
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