문화기술의 융합 (The Journal of the Convergence on Culture Technology)

  • 제6권2호
  • /
  • Pages.123-130
  • /
  • 2020
  • /
  • 2384-0358(pISSN)
  • /
  • 2384-0366(eISSN)
국제문화기술진흥원 (The International Promotion Agency of Culture Technology)
권호 표지
DOI QR코드

DOI QR Code

유아교사의 행복감과 심리적 소진이 교사-유아상호작용에 미치는 영향

The Effects of Early Childhood Teachers' Happiness and Psychological Burnout on Their Teacher-Child Interactions

  • 투고 : 2020.02.04
  • 심사 : 2020.02.28
  • 발행 : 2020.05.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 유아교사의 행복감과 심리적 소진이 교사-유아상호작용에 미치는 영향을 알아보는 것이다. 연구대상은 수도권 소재 유치원과 어린이집에 근무하는 유아교사 250명이다. 연구대상의 행복감과 심리적 소진 및 교사-유아상호작용은 설문지를 사용하여 측정되었다. 수집된 자료는 SPSS 24.0을 활용하여 분석했으며, 기술통계분석과 Pearson 상관관계분석 및 중다회귀분석을 실시했다. 연구결과로는 첫째, 유아교사의 행복감 수준이 높고 심리적 소진의 수준이 낮을수록 교사-유아상호작용의 질이 높은 것으로 나타났다. 둘째, 유아교사의 행복감과 심리적 소진은 교사-유아상호작용에 영향을 미치는 것으로 밝혀졌으며, 상대적 영향력에 있어서 행복감이 심리적 소진보다 큰 것으로 나타났다. 이와 같은 연구결과는 유아교육현장의 질적으로 우수한 교사-유아상호작용을 위해 교사의 행복감을 증진시키고 심리적 소진을 경감시키는 것이 요구됨을 시사한다.

We aimed to investigate the effects of early childhood teachers' happiness and psychological burnout on their teacher-child interactions. The subjects were 250 early childhood teachers in Metropolitan area, South Korea. We measured subjects' happiness, psychological burnout, and teacher-child interactions using the questionnaire surveys. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 24.0. As results, early childhood teachers' happiness showed the significantly positive correlation with teacher-child interactions, but psychological burnout showed the significantly negative correlation with it. It was found that early childhood teachers' happiness and psychological burnout statistically significantly affected teacher-child interactions. The results implied that there was a need to enhance early childhood teachers' happiness and to reduce their psychological burnout in order to improve the quality of teacher-child interactions.

키워드

참고문헌

  1. Korea Institute of Child Care and Education (KICCE), "National Child Care Status Survey Report on Household Survey," Seoul, Korea Institute of Child Care and Education, 2018.
  2. D. O. S. Jung, "Define the Relation between Happiness, Concerns, Personality and Teachers-Children's Interaction" The Journal of Korea Journal of Child Care and Education(JKIECE), Vol. 9, No. 1, pp. 49-70, 2013.
  3. Lee, J. S., Interaction Between a Teacher and Children depending on Teaching Experience and Children's age, Master's Thesis, Keimyung University, Daugu, South Korea, 2003.
  4. Kim, K. Y., A Study on the Relationship Between Elementary School Children's Intelligence and Emotional and Behavioral Problems, Master's Thesis, Kyonggi University, Suwon, South Korea, 2003.
  5. Choi, M. A., A Study of Teacher's Job Satisfaction and the Mutual Interaction Between Teachers and Children in the Kindergartens, Master's Thesis, Ewha Women's University, Seoul, South Korea, 2000.
  6. Kim, J. Y., The Effect of Teachers' Euphoria on Self-Esteem and Teacher-Child Interaction, Master's Thesis, Gwangju National University, Gwangju, South Korea, 2019.
  7. Choi, Y. O., Analysis of the Relationship Between Social Problem Solving Ability, Job Stress and Happiness by Teachers' Multidimensional Perfectionism, Doctoral Dissertation, Kyungsung University of Korea, Busan, South Korea, 2011.
  8. H. I. Hwang and K. H. Lee, “The Structural Relationship among Early Childhood Teachers’ Efficacy, Organizational Commitment, Teaching Flow and Flourishing,” The Journal of Korean Open Association for Early Childhood Education(JKOAECE), Vol. 22, No. 1, pp. 325-352, 2017.
  9. Han, S. W., The Effect of Teacher's Efficacy and Teacher-Young Children Interaction on Early Childhood Teacher's Happiness, Master's Thesis, Chung-Ang University, Seoul, South Korea, 2018.
  10. Kwark, H. K., A Study of the Relationship Between Happiness, Self-Identity and Teacher's Efficacy Belief, Teacher-Young Children Interaction, Doctoral Dissertation, Jeonbuk National University of Korea, Jeonbuk, South Korea, 2011.
  11. Kim, S. Y., Analysis of the Structure among Early Childhood Education Teachers' Sense of Happiness, Enthusiasm for the Teaching Profession, Satisfaction with Their Jobs, Efficacy, and Interactions with Young Children, Doctoral Dissertation, Gwangju Women's University, Gwangju, South Korea, 2014.
  12. Kim, E. O., A Study on Relationship among the Sense of Early Childhood Teacher's Well-being, Job Satisfact ion, and Teacher-Child interaction, Master's Thesis, Incheon National University, Incheon, South Korea, 2013.
  13. Park, H. H., The Effects of Early Childhood Teachers' Happiness and Emotional Expression on Teacher-Child Interaction, Master's Thesis, Dong Gguk University, Seoul, South Korea, 2018.
  14. Jang, Y. H., A Study on the Infant Teachers' Sense of Happiness and Teacher-Infant Interaction, Doctoral Dissertation, Dong Gguk University of Korea, Seoul, South Korea, 2014.
  15. J. M. Hong, “A Study of the Relationship among Early Childhood Teacher's Happiness, Ego-Resilience, and Teacher-Young Children Relationship,” The Journal of Korean Institute of Humanities and Social Sciences (JKIHSS), Vol. 21, No. 3, pp. 591-608, 2015.
  16. Mo, Y. R., The Influence of Early Childhood Teacher's Euphoria On Teacher-Infant Interaction, Master's Thesis, Incheon National University, Incheon, South Korea, 2013.
  17. Kim, Y. O., Development and Validation of Early Childhood Teachers Burnout scale, Doctoral Dissertation, Kyungsung University of Korea, Busan, South Korea, 2012.
  18. M. L. Lee and J. Y. Park, "A Study of Relationships among Happiness and Job Related Variables of Kindergarten Teachers for Young Children," The Journal of Korean Institute of Early Childhood Education (JKIECE), Vol. 35, No. 6, pp. 33-48, 2015. https://doi.org/10.18023/kjece.2015.35.6.002
  19. Sim, S. A., Influence of Ego-Resiliency and Social Support on the Burnout of Daycare Teachers, Master's Thesis, Sookmyung Women's University, Seoul, South Korea, 2007.
  20. J. Y. Lee, H. Y. Lee, and C. C. Hee, “The Mediating Effect of Collective Self-Esteem on the Relationship Between Emotional Labor and Burnout of Early Childhood Teachers,” The Journal of Korean Institute of Children's Literature Education Research (CLER), Vol. 16, No. 2, pp. 617-636, 2015.
  21. Jang, H. S., The Influence of Early Childhood Teachers' Job-Exhaustion and Resilience on Teacher-Child Interaction, Master's Thesis, Gwangju Women's University, Gwangju, South Korea, 2019.
  22. Kim, M. J., Influence of Psychological Burnout Mental Health of Child-Care Teachers and Teacher-Preschooler Interaction, Master's Thesis, Bu-kyung National University, Busan, South Korea, 2018.
  23. Bang, D. Y., Personal Characteristics, Burnout and Teacher-Infant Interaction of Childcare Teachers, Master's Thesis, Chung-Ang University, Seoul, South Korea, 2018.
  24. N. S. Park and S. M. Song, "Influence of ChildCare Teacher's Self-Care on Teacher-Child Interaction: The Mediating Effect of Psychological Burnout," Early Childhood Education Research & Review (ECERR), Vol. 23, No. 6, pp 105-124, 2019. DOI : 10.32349/ECERR.2019.12.23.6.105
  25. M. Argyle, "The Psychological of Happiness (2nd ed.)," New York: Routledge, 2001.
  26. Kwon, S. M., "Positive psychology," Seoul, Hakji Publisher, 2008.
  27. Kim, W. S., The Effect of Childcare Teachers' Personality and Happiness on Teacher-Child Interaction, Master's Thesis, Incheon National University, Incheon, South Korea, 2019.
  28. Kim, J. I., The Effect of the Happiness Feeling of Child-care Teacher on the Teacher's Efficacy and the Interaction between Teacher and Child, Master's Thesis, Gwangju National University, Gwangju, South Korea, 2019.