Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

Influencing Factors of Self-Resilience, Optimism and Job Stress of Childcare Teachers

보육교사의 자아탄력성, 낙관성 및 직무스트레스의 영향요인

  • Received : 2021.06.19
  • Accepted : 2021.08.20
  • Published : 2021.08.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study is a descriptive research study to understand the relationship between childcare teachers' ego-resilience, optimism, and job stress and the relationship between these variables and to identify factors affecting job stress. The study method was targeted to 191 childcare teachers working in D Metropolitan City from March to April 2021. The self-reliance, optimism, and job stress of childcare teachers were surveyed using a survey instrument. For data analysis, frequency, percentage, reliability analysis, t-test, ANOVA, correlation, and multiple regression were performed using SPSS WIN 20.0 program. As a result of this study, first, ego resilience and optimism showed a positive correlation, ego resilience and job stress had a negative correlation, and optimism and job stress had a negative correlation. Second, as a result of analyzing the factors affecting the job stress of childcare teachers, it was found that ego resilience had an effect. According to these results, in order to lower the job stress of childcare teachers, a program that can improve self-resilience and lower job stress should be developed and provided.

본 연구는 보육교사의 자아탄력성, 낙관성, 직무스트레스 정도와 이들 변수간의 관계를 파악하고 직무스트레스의 영향 요인을 규명하기 위한 서술적 조사연구이다. 연구방법은 2021년 3월부터 4월까지 D광역시에서 일하고 있는 보육교사 191명을 대상으로 하였다. 보육교사의 자아탄련성, 낙관성 및 직무스트레스를 검사도구를 통해 설문 조사하였다. 자료분석은 SPSS WIN 20.0 프로그램을 이용하여 빈도, 백분율, 신뢰도분석, t-test, ANOVA, correlation, multiple regression을 실시하였다. 본 연구의 결과 첫쨰, 자아탄력성과 낙관성은 정적 상관관계, 자아탄력성과 직무스트레스는 부적 상관관계, 낙관성과 직무스트레스는 부적 상관관계를 보였다. 둘째, 보육교사의 직무스트레스의 영향요인을 분석한 결과 자아탄력성이 영향을 미치는 것으로 나타났다. 이러한 결과에 따라 보육교사의 직무스트레를 낮추기 위해서는 자아탄력성을 향상시키고, 직무스트레스를 낮출 수 있는 프로그램이 개발 및 제공되어야 할 것이다.

Keywords

References

  1. D. Y. Bang. (2018). Personal characteristics, burnout and teacher-infant interaction of childcare teachers, Department of Child Welfare The Graduate School of Social Welfare. Doctoral dissertation, Chung-Ang University, Seoul.
  2. S. M. Park. (2018). The effect of emotional labor on job burnout of child-care teachers mediated effect of job stress-. Master's thesis. Uiduk University, Gyeongju.
  3. J. Y. Gwon. (2010). The relationships among emotional intelligence, emotional labor, and working stress of child-care teachers, Journal of Early Childhood Education, 30(6), 269-289.
  4. Y. I. Shin. (2018). Impact of the job stress of the nursery teacher on turnover intention : focused on the mediating effect of burnout and emotional work, Doctoral 's thesis, Seoul Hanyoung University, Seoul.
  5. E. S. Lee. (2015). The structural relationships among child care teacher's self-resilience, child care efficacy, job stress, devotion and happiness, Master's thesis, Dong-A University Busan, Busan.
  6. Y. J. Chang. (2014). The effects of teachers' emotional quotient and ego-resilience on the teachers' efficacy, Master's thesis, Suwon University, Suwon.
  7. S. H. Gwon. & S. H. Lee. (2011). Comparing kindergarten teachers' role conflict and its influence on performance in high and low resilience groups, Journal of Early Childhood Education, 31(2), 311-332.
  8. J. Y. You. & H, J. Hwang. (2014). The effects of ego-resilience and professionalism awareness on occupational stress in early childhood teachers, Journal of Korean Child Care and Education, 10(1), 131-146. https://doi.org/10.14698/jkcce.2014.10.1.131
  9. I. S. Kim. (2009). Effect that leader-member exchange, ego resilience, organizational culture according to teachers' followership types have on job satisfaction, Doctoral dissertation., Daegu University, Kyungbuk.
  10. C. Peterson, (2000). The future of optimism. American Psychologist, 55(1), 44-55. https://doi.org/10.1037/0003-066X.55.1.44
  11. M. F. Scheier & C. S. Carver. (1985). Optimism, coping and health: Assessment and implications of generalized outcome expectancies. Health Psychology, 4(3), 219-247. https://doi.org/10.1037//0278-6133.4.3.219
  12. Y. C. Roh. (2011). Development and validation of a Korean optimism scale. department of education, Doctoral dissertation. Pusan National University, Pusan.
  13. C. Y. An. (2016). The effects of child care teacher's optimism and social support on resilience in child care teacher. Master's thesis. Namseoul University, Cheonan.
  14. Y. S. Park. (2012). The effects of stress perception and social support on subjective well-being according to the optimism levels of pre-service early childhood teachers, Korean Journal of Child Studies, 33(1), 63-80. https://doi.org/10.5723/KJCS.2012.33.1.63
  15. Y. J. Choi. (2009). Development of a Program to enhance happiness for the early childhood teachers :based on seligman's character strengths, Doctoral dissertation. Sungkyunkwan University, Seoul.
  16. J. H. Block & J. Block. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In W.A. Collins(ed), Minnesota symposia on child psychology, 13, 39-101.
  17. E. C. Klohnen. (1996). Conceptual analysis and measurement of the construct of ego-resiliency. Journal of Personality and Social Psychology, 70, 1067-1079. https://doi.org/10.1037/0022-3514.70.5.1067
  18. H. J. Park. (1996). Perceived stress, coping and pressed by ego-resiliency. Master's thesis. Korea University, Seoul.
  19. H. Y. Shin. (2004). Effects of teachers' job stress and belief of efficacy on the quality of teachers' interraction behaviors in child care. Master's thesis. Yonsei University, Seoul.
  20. Y. R. Lee, H. J. Hong & H. S. Lee. (2020). The effects of psychomotor program on the childcare efficacy and ego resilience of child care teachers. Journal of The Korea Internet of Things Society, 6(1), 55-63. https://doi.org/10.20465/KIOTS.2020.6.1.055
  21. S. H. Bae, Y. H. Kim & S. Y. Han. (2014). Effects of job stress, ego-resilience and burnout on teacher's turnover intention. Journal of Early Childhood Education & Educare, 18(1), 235-258.
  22. D. E. Lee & K. H. Lee. (2020). The effect of self-concept, ego-resilience, and organizational commitment of child care teacher on teacher efficacy. Journal of Korea Open Association for Early Childhood Education. 25(3), 149-170. https://doi.org/10.20437/koaece25-3-07
  23. H. A. Jung. (2015). The effects of child care teachers' emotional labor and ego-resilience on burnout. Master's thesis. Kookmin University, Seoul.
  24. H. I. Hwang, H. M. Kang. & J. H. Tak. (2014). The mediating effect of resilience on the relationship between emotional intelligence and optimism in early childhood teachers. Early Childhood Education Research, 34(2), 323-346.
  25. S. Y. Shin. (2014). Impact of optimism and job satisfaction on happiness among directors at home based and private children care center. Master's thesis. Pusan National University, Pusan.
  26. J. Y. Lee. & M. Y. Chi. (2012). Relation among emotional labor's job stress, role conflict, ego resilience and job turnover. The Journal of the Korea Contents Association, 12(6), 191-200. https://doi.org/10.5392/JKCA.2012.12.06.191
  27. S. Y. Jang & Y. J. Lee. (2018). The effects of child care teachers' job stress and work environment on their performance of roles: focusing on the regulating effects of ego resilience. Korean journal of child education and care, 18(1), 1-25.
  28. Kyriacou, C & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 55, 61-64. https://doi.org/10.1111/j.2044-8279.1985.tb02607.x
  29. Litt, M. D. & Turk, D. C. (1985). Sources of stress and its implications for managements. Journal of Educational Administration, 22, 43-58.
  30. K. S. Lee, Y. H. Shin. & J. A. Park. (2015). An investigation into mothers' experience and perception of child abuse at day care centers and need for counseling. The Korean Journal of Woman Psychology, 20(3), 301-327. https://doi.org/10.18205/kpa.2015.20.3.004
  31. K. S. Lee. J. A. Park. & M. H. Choi. (2015). Child abuse experience, perception of the cause of the child abuse and need for counseling among day care center teachers. The Korean Journal o f Psychology, 21(2), 227-252.
  32. K. S. Lee. J. A. Park & M. S. Kim. (2017). Development and Effectiveness Verification of Counseling Program for Daycare Teachers. The Korean Journal of Counseling and Psychotherapy, 29(1), 79-101. https://doi.org/10.23844/kjcp.2017.02.29.1.79