보육교사의 직무스트레스가 의사소통능력에 미치는 영향 -정서지능의 매개효과를 중심으로-

The Impact of Childcare Teachers' Job Stress on Communication Skills: Focusing on the Mediating Effect of Emotional Intelligence

The purpose of this study is to verify whether emotional intelligence can play a mediating role in the effect of job stress on communication skills of childcare teachers. The research topics for this purpose are as follows. A survey was conducted with 200 childcare teachers in the Ulsan region, and 176 responses were used for the final analysis. Data were analyzed using SPSS 29.0 through descriptive statistics, t-tests, ANOVA, correlation analysis, hierarchical regression, and the Sobel test. The results are as follows. First, the average level of job stress among childcare teachers was relatively low (below the median), while emotional intelligence and communication skills were relatively high (above the median). The levels of job stress, emotional intelligence, and communication skills showed partially significant differences based on daycare type, class age group, and educational background. Second, job stress had a negative correlation with both emotional intelligence and communication skills, while emotional intelligence had a positive correlation with communication skills. Some sub-variables also showed significant correlations. Third, emotional intelligence had a partial mediating effect on the relationship between job stress and communication skills. These findings confirm that emotional intelligence plays an important mediating role between job stress and communication skills. This suggests that enhancing emotional intelligence may be an effective approach to improving communication skills among childcare teachers.