본 연구는 유아교사의 자아탄력성, 교사효능감, 직무만족도, 교수몰입 및 행복감변인들 간의 구조적 관계를 알아보았다. 연구대상은 서울과 6대 광역시에 소재한 유아교사 489명을 대상으로 설문조사를 실시하였다. 자료처리는 SPSS 20.0(PASW Statistics), AMOS 20.0을 이용하여 Pearson 적률상관관계, 구조방정식모델을 설정하여 모델의 부합도와 모수치를 추정하여 통계적 유의성을 검증하였다. 연구결과는 첫째, 유아교사의 자아탄력성, 교사효능감, 직무만족도, 교수몰입, 행복감 간의 상관관계는 모두 유의미한 것으로 나타났다. 둘째, 유아교사의자아탄력성, 교사효능감, 직무만족도, 교수몰입은 행복감에 직접적인 영향을 미치는 것으로나타났다. 셋째, 유아교사의 자아탄력성은 교사효능감, 직무만족도, 교수몰입을 통해 유아교사의 행복감에 간접적인 영향을 미치는 것으로 나타났다. 이러한 연구는 유아교사들이 현장에서보다 건강하게 적응하고 생활할 수 있도록 지원하는 긍정심리학적 프로그램의 이론적 기초를마련할 것으로 기대된다.
The objective of this study was to investigate the structural relationships of early childhood teachers’ ego-resilience, teacher efficacy, job satisfaction, and teaching flow, as the variables that affect the early childhood teachers’ happiness. The subjects for this study were 489 childcare-center teachers, selected from childcare centers and kindergarten teachers located in Seoul, Incheon, Daejeon, Gwangju Daegu, Busan, and Ulsan. The collected data were analyzed with SPSS 20.0, a descriptive statistics, and were analyzed with AMOS 20.0, a statistical program for structural equation modeling, to test whether the hypothesized structural model fitted the collected data well. First, the results showed the correlation between the result of the variables related to the happiness of the early childhood teacher, ego-resilience, teacher efficacy, job satisfaction, and teaching flow, and the correlation between happiness was found in both ways. Second, ego-resilience of early childhood teachers, teacher efficacy, job satisfaction, and teaching flow appeared to have a direct effect on happiness. Third, ego-resilience of early childhood teachers, teacher efficacy, job satisfaction, and teaching flow did show an indirect effect on the happiness of the early childhood teachers. These studies are expected to provide a theoretical basis for early childhood teachers having a positive psychological program to assist one to lead a healthier and fit life in the field.
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론