This study aimed to determine the effect of teaching flow on the teacher-child interaction of early childhood teachers in child care centers and to analyze the mediating effects of psychological burnout. The participants of this study were 325 early childhood teachers working at day care centers in Seoul, Gyeonggi, and other metropolitan areas. The collected data were analyzed using descriptive statistics and Pearson’s correlation analysis, the PROCESS Macro Model 4 was used to examine mediating effects, and the statistical significance of the mediating effect was verified by performing bootstrapping. The results of this study are summarized as follows: First, there was a significant correlation between teaching flow and teacher-child interaction. A negative correlation was found between teaching flow and psychological burnout, and between psychological burnout and teacher-child interaction. Second, a mediating effect of psychological burnout was verified in the effect of teacher’s teaching flow on teacher-child interaction. Thus, reducing early childhood teachers’ psychological burnout caused by teaching flow is important because it enhances the positive effect of teacher-child interaction. In conclusion, these results show that the improvement of teachers’ teaching flow and alleviation of psychological burnout can improve the quality of teacher-child interaction. This study highlights the need to offer environmental and practical support to elevate teachers’ teaching flow, and to establish supportive measures to overcome and prevent psychological burnout.
Ⅳ. 논의 및 결론