유아교사의 잡 크래프팅 잠재집단에 따른 조직문화, 사회적지지, 교수몰입의 차이

Differences in Organizational Culture, Social Support, and Teaching Flow according to the Latent Groups of Job Crafting of Early Childhood Teachers

Background/Objectives: This study aimed to identify latent groups within early childhood teachers’ job crafting using latent profile analysis. Additionally, the differences in organizational culture, social support, and teaching flow among these groups were explored. Methods: A questionnaire survey was used to collect data from 200 early childhood teachers working in preschools and kindergartens across Korea. Job crafting was assessed using self-reported ratings based on the three dimensions conceptualized by Wrzeseniewski and Dutton (2001). Additionally, organizational culture, social support, and teaching flow were measured using self-reported questionnaires. Results: Latent profile analysis based on the three dimensions of job crafting identified three distinct groups: Group 1, the low-level task-cognition-relation group (58.5%); Group 2, the medium-level task-relation with low cognition group (18.5%); and Group 3, the high-level task-cognition-relation group (23.0%). The results revealed significant differences in organizational culture, social support, and teaching flow among the groups. Early childhood teachers with higher levels of task-cognition-relation crafting were more likely to experience a positive organizational culture, greater perceived social support, and enhanced teaching flow. Conclusion/Implications: This study examined the potential types of job crafting among early childhood teachers, highlighting the need for further comprehensive research on this topic.