영유아 교사의 직무스트레스가 영유아 자율성 지지에 미치는 영향 - 긍정심리자본의 매개 효과

Job Stress of Early Childhood Teachers The Effects on the Support of Young Children’s Autonomy : The Mediating Effects of Positive Psychological Capital

Objective: The aim of this study is to confirm the mediating effect of positive psychological capital in the effect of teachers' job stress on autonomy support for young children. Methods: The subject of this study are 307 teachers between the ages of 2 and 5 working at daycare centers and kindergartens located in Gwangju and Jeollanam-do. SPSS 26.0 Program was used for data analysis, and Model 4 of the Process macro analysis was performed to verify the medi ating effect. Results: It showed a complete mediating effect in the relationship between job stress of early childhood teachers and autonomy support for young children. This means that job stress of teachers did not directly affect autonomy support for young children, but could indirectly influence it through positive psychological capital. Conclusions: The results of this study suggest that support is needed to reduce teacher stress and strengthen positive psycho logical capital for autonomy support of young children. Additionally, it indicates that repeated research related to autonomy support for young children is necessary