Education Journal


2020.第48卷第1期(Vol. 48 No. 1).pp. 109–130



Examining the Reliability and Validity of Scales of Job Stress and Stress-coping Strategies for Early Childhood Education and Care Staff and Their Latent Effects

彭佩貞、吳中勤(Pei-Chen PENG & Chung-Chin WU)





After reviewing the literature related to job stress and stress-coping strategies, four problems were found: (a) low parsimony and validity of their measurements; (b) ignoring inconsistent relationships among different dimensions of job stress and stress-coping strategies; (c) few researches examining the effect of teacher-student ratio on these relationships; (d) the limitations of statistical analysis methods. As a result, this study recruited 192 and 208 early childhood education and care staff as pre-survey and formal survey subjects respectively. Confirmatory factor analysis and latent moderation analysis were conducted. The main purposes of this study were twofold: (a) to revise the scales of job stress and stress-coping strategies for early childhood education and care staff, and to provide evidences for reliability and validity; (b) to investigate the effect of teacher-student ratio on the relationships among job stress and stress-coping strategies. Results showed that: (a) ten-item and nine-item short version of four dimensional job stress scale and three dimensional stress-coping strategies scale provided good reliability and validity, with more than half items fewer than former measurements; (b) inconsistent effects of job stress on stress-coping strategies were found; (c) contradictory to former findings, teacher-student ratio accelerated the negative effect of job stress on stress-coping strategies. This article also gave suggestions for further research and practices.

Keywords: job stress; job stress-coping strategies; early childhood education and care staff; teacher-student ratio; latent moderation effect