직장 내·외 사회적 지지와 보육교사의 심리적 소진 및 교사-영유아 상호작용 간의 관계
The Relationships Among Social Support in the Workplace, Social Support Outside the Workplace, Child Care Teachers’ Psychological Burnout, and Teacher-Child Interactions
- 박남심(Nam-Shim Park) 박보경(Bokyung Park) 김미옥(Mee-Ok Kim)
- 한국보육지원학회
- 한국보육지원학회지
- 제17권 제6호
- 등재여부 : KCI등재
- 2021.12
- 73 - 92 (20 pages)
Objective: This study examined the relationships among social support in the workplace, social support outside the workplace, child care teachers’ psychological burnout, and teacher-child interactions. Methods: The subjects of this study were 262 child care teachers and they responded to questionnaires on research variables. Data were analyzed using structural equation modeling. Results: First, social support outside the workplace had a direct effect on teacher-child interactions; that is, child care teachers, who perceived that they received a high level of social support outside the workplace, had high-quality interactions with children. Second, social support in the workplace had an indirect effect on teacher-child interactions through child care teachers’ psychological burnout. In other words, child care teachers, who perceived that they received a high level of social support in the workplace, experienced less psychological burnout, which led to high-quality interactions with children. Conclusion/Implications: This study confirmed that the paths in which social support in the workplace and social support outside the workplace influence teacher-child interactions were different. Although the pathways were different, the results of this study emphasize that both types of social support are important factors that promote teacher-child interactions.
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론