보육교사의 자아탄력성과 행복감이 역할수행에 미치는 영향

The Effects of Childcare Teacher’s Self-Resilience and Happiness on Role Performance

The purpose of this study is to investigate the influence of childcare-teachers’ self-resilience and happiness on their role performance in order to provide the information on the internal factors that affect the childcareteachers’ role performance. In that regard, the study measured the self-resilience(Kolhnen, 1996), happiness (Argyle, 2001) and role performance(Park, 2011) of 308 childcare-teachers and analysed the relationship and relative influence between the factors. The result showed: First, there were significant positive relations in all cases between each one and another of the self-resilience, happiness and role performance of childcare-teachers; Second, both self-resilience and happiness of the teachers had significant positive influence on their role performance; Lastly, in particular, the optimistic attitude, one of he sub-elements of self-resilience, and external happiness, one of the sub-elements of happiness, had positive influence on all sub-elements of role performance. It means that for the childcare-teachers to perform their role well they should be equipped with high levels of self-resilience and happiness, especially the latter through optimistic attitude and positive relationship with others. Thus, programs for childcare teachers to develop their self-resilience and improvements of physical as well as social circumstances to heighten their sense of happiness are in order.