Examining Resilience, Self-Efficacy and Environmental Chaos Relationship in Early Childhood Education and Care Teachers
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Key Points
Higher resilience in ECEC teachers correlates positively with greater self-efficacy and negatively with chaotic environments, indicating improved well-being overall.
The study utilized the Connor–Davidson Resilience Scale and other established instruments to assess key psychological constructs within a sample of 206 teachers.
Mediation analysis confirmed that self-efficacy partly alleviates the negative impact of chaos on teacher resilience, suggesting intervention points for professional development.
Findings support the necessity of reducing environmental stressors while boosting self-efficacy to enhance resilience among ECEC educators.
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Implication
Correlational analysis reveals significant connections among teacher resilience, self-efficacy, and environmental chaos in a Greek ECEC context.