Purpose: This study aims to analyze the impact of early childhood teachers' stress coping strategies on their resilience and organizational identification, thereby seeking practical measures to contribute to teachers' psychological well-being and the maintenance of organizational stability.Methods: This study collected data from 308 early childhood teachers in Seoul and Gyeonggi Province through online and offline surveys conducted from June 23 to July 25, 2025. The collected data were subjected to factor analysis and reliability analysis, and hypotheses were tested using multiple regression analysis.Results: The analysis revealed a complex relationship between stress coping styles and resilience and organizational identification. Problem-solving-focused coping enhanced both resilience and organizational identification, while avoidance-focused coping decreased resilience but had no significant effect on organizational identification. Furthermore, social support-focused coping enhanced organizational identification but had no significant effect on resilience. Higher resilience was associated with higher organizational identification.Conclusion: This study clearly elucidates the relationship between early childhood teachers' stress coping strategies, resilience, and organizational identification. It is particularly significant in that it presents interesting findings that differ from previous research on social support and avoidance coping. The findings will serve as valuable baseline data for developing practical support measures to address early childhood teachers' psychological difficulties and enhance their sense of belonging within the organization. Future research should further explore the complex relationships among these variables and propose specific practical solutions.
Hwang et al. (Wed,) studied this question.