보육교사의 정서지능과 직무스트레스 간의 관계에서 의사소통능력의 매개적 역할

The Mediating Roles of Child Care Teachers’ Communicative Competence in the Relationship Between Emotional Intelligence and Job Stress

Objective: The purpose of this study was to examine the relationship between child care teachers’ emotional intelligence, communicative competence, and jobstress. Methods: Four hundred and fifty child care teachers answered questionnaires on three research variables. Data were analyzed by correlation analyses and regression analyses. Results: First, child care teachers’ emotional intelligence, i.e. self-emotion appraisal, others’ emotion appraisal, uses of emotion, and regulation of emotion, were negatively related to job stress. Second, child care teachers’ emotional intelligence, i.e. self-emotion appraisal, others’ emotion appraisal, uses of emotion, and regulation of emotion, were positively associated with communicative competence. Third, child care teachers’ communicative competence was negatively linked to job stress. Lastly, child care teachers’ communicative competence partially mediated the relationship between self-emotion appraisal, others’ emotion appraisal, regulation of emotion, and job stress, and child care teachers’ communicative competence fully mediated the relationship between uses of emotion and job stress. Conclusion/Implications: This study suggests that high emotional intelligence and effective communication are important in order to reduce child care teachers’ job stress.