This study examined to find out the effects of daycare teacher' use of break time on their stress response. Data was collected through an online questionnaire among 362 daycare teachers who are currently working in daycare centers. The collected data were analyzed using the SPSS 28.0 statistical program. For data analysis, frequency, mean, percentage, and standard deviation were calculated, and Pearson fit rate correlation analysis was performed. We performed an independent sample t-test and one-member batch analysis of variance (ANOVA), and performed the Sheffe post-mortem test for detailed comparisons of differences between groups for variables with significant differences.
Results showed that about 63.8 percent of respondents reported that they had a break time, but 38.7 percent of respondents showed 0 minutes of their break time. Respondents who was able to take break time, about 51.7% reported that they feel they are fully rested while about 48.1% reported they were working while resting. In addition, nearly 35.4% did not have a place to have a rest during the break time periods, and the majority of respondents revealed that they remain in the class rooms. The overall scores for satisfaction with their break time was average 5.0 in 0-10 likert score range..
Second, the stress response of daycare teachers was generally moderate, with a score of 2.07 out of 5. However, there are also daycare teachers with high stress levels.
Third, results showed that hours more than 30 minutes and the satisfaction with their break time significantly reduced the stress respond of daycare teachers. However, the type of use of break time has not been shown to affect the stress response.