유아교사의 심리적 소진과 정서지능이 문제행동지도전략에 미치는 영향

The Effects of Early Childhood Teachers' Psychological Burnout and Emotional Intelligence on Problem Behavior Guidance Strategies

본 연구는 유아교사의 심리적 소진, 정서지능, 문제행동지도전략을 조사하고 이들 간의 관계를 규명하여 교사의 심리적 소진과 정서지능이 문제행동지도전략에 미치는 영향을 분석하는 것을 목적으로 한다. 본 연구는 유아교사 238명을 대상으로 진행되었다. 본 연구는 설문조사를 통해 수행되었으며 수집된 자료는 SPSS 27.0 프로그램을 이용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 본 연구에 조사된 유아교사의 심리적 소진 정도는 2.18점, 정서지능은 3.86점, 문제행동지도전략은 3.95점이었다. 둘째, 유아교사의 심리적 소진, 정서지능, 문제행동지도전략 간에는 상관관계가 있었다. 셋째, 심리적 소진의 하위 요인 중에서는 개인적 성취감의 감소만이 문제행동지도전략에 부적인 영향을, 정서지능은 정서 조절을 제외한 모든 하위 요인이 문제행동지도전략에 정적인 영향을 미치는 것으로 나타났다. 본 연구는 유아교사의 심리적 소진 정도를 완화하고 정서지능을 강화하여 궁극적으로 문제행동지도전략의 질을 향상시키기 위한 프로그램의 토대를 마련하고자 한다.

This study investigated early childhood teachers’ psychological burnout, emotional intelligence, and problem behavior guidance strategies, and examine the relationship between them, and thereby, analyzed the effects of teachers’ psychological burnout and emotional intelligence on problem behavior guidance strategies. The subjects of this study were 238 teachers who worked at daycare centers and kindergartens, resonsible for classes with children aged three to five. This study was conducted through a paper-and-pencil poll, and the data collected were analyzed using the SPSS 27.0 program. The results of this study are summarized as follows. First, the degree of psychological burnout of early childhood teachers surveyed in this study was 2.18 points, which was lower than the middle; emotional intelligence was 3.86 points, and problem behavior guidance strategy was 3.95 points, which was higher than the middle. Second, there was a correlation between early childhood teachers' psychological burnout, emotional intelligence, and problem behavior guidance strategies. Third, among the sub-factors of psychological burnout, only a decrease in personal sense of accomplishment had a negative effect on the problem behavior guidance strategy, and emotional intelligence showed that all sub-factors except emotional regulation had a positive effect on the problem behavior guidance strategy. This study aims to provide a foundation for preparing a program that ultimately improves the quality of problem behavior guidance strategies by easing the degree of psychological burnout of early childhood teachers and strengthening emotional intelligence.