감성지능이 직무스트레스와 직무만족 및 직무성과에 미치는 영향에 관한 연구

A Study On The Relationship Between Emotional Intelligence, Job Stress, Job Satisfaction And Job Performance

유아교육에 대한 관심과 유아교육기관에 대한 높은 기대는 높아지고 있으며, 그 중요성도 강조되고 있다. 그러므로 유아교육기관의 질을 결정하는데 있어서 교사는 중요한 인적자원이라 할 수 있으며, 유치원이라는 조직체계에서 교육 목적을 달성하는데 가장 핵심적 역할을 한다. 따라서 본 연구에서는 경기도 남부교육청 산하의 소속 유치원 교사들을 대상으로 유치원 교사의 감성지능이 직무스트레스, 직무만족 및 직무성과에 어떠한 영향을 미치는지, 또한 직무만족이나 직무성과를 높일 수 있는 주요 요인은 무엇이 있는지의 관계를 살펴 본 연구의 결과는 다음과 같다. 첫째, 유치원교사의 사회적 인식이 높을수록 대인관계 요인에 대한 직무스트레스는 적게 받았다. 둘째, 유치원교사의 대인관계 요인에 대한 직무스트레스가 적을수록 동료만족이 크다. 셋째, 유치원교사의 직무는 유아교육을 전문하는 것이므로 전문가적인 요소를 필요로 하고 있다. 본 연구 결과를 바탕으로 볼 때, 유치원 효율성을 제고하기 위하여는 유치원교사들이 전문성 및 자질향상을 위한 자기개발과 자기발전이 필요함에 제도적. 행정적 측면에서 적극적인 지원이 필요하다.

People’s interest in preschoolers’ education as well as the expectation for the ‘kindergarten’ has not only been increased highly in the recent days, but also its educational importance has become more and more emphasized. Accordingly, kindergarteners(hereinafter called ‘teachers’) could be one of the most significant human resources and the teacher can play a critical role in the accomplishment of educational purpose in the organizational system of kindergarten. This study sought to examine the effect of teachers’ emotional intelligence on their job stress, job satisfaction and job performance. The additional reviews of this study are to inquire into what kind of factors among the variables could crucially enhance job satisfaction and job performance in this regard. On the basis of theoretical linkages between the constructs, a conceptual framework and hypotheses were established and the survey questionnaire was developed in accordance with the operational definition of the constructs. The sample included 302 respondents, except for the 48 unsatisfactory replies among the total 350. The survey was implemented for the teachers who are presently employed in the private kindergartens located in the southern region of Gyonggi Province in Korea during the month of September, 2007. Three streams of the study results are indicatd. First, it was founded that the higher teachers’ social cognition, the lower their job stress. Second, it was founded that the higher the interpersonal relationship stress, the lower the coworker satisfaction(job satisfaction). Third, it was founded that the higher teachers’ job satisfaction, the higher their professional knowledge and attitude. In conclusion, this study is one of the unusual attempts to explore comprehensively the contingent relationship among emotional intelligence, job stressors, job satisfaction and job performance. For the purpose of generalization of this study, longitudinal research instead of the cross-sectional study is required and the number, size of the sample as well as the coverage of the survey area have to be extended in the future. In consideration of the abovementioned, it is proposed that the future study in this relation shall be directed toward management strategy and organizational innovation in terms of macroscopic approach including administrative and institutional support. It is additionally suggested that Emotional Intelligence could be approached as mediating variable or intervening variable rather than independent variable, so that it shall lead to more significant result.