공립유치원 교사가 지각한 교권 보장 수준이 교사-유아 상호작용에 미치는 영향: 심리적 소진의 매개효과

초록

The purpose of this study was to examine the mediating effect of psychological burnout on the relationship between kindergarten teachers’ perceived level of rights protection and teacher-child interactions in public kindergartens. A survey was conducted with 260 public kindergarten teachers in Seoul and Gyeonggi Province. The collected data were analyzed using SPSS 27.0 through descriptive statistics and correlation analysis. In addition, mediation effects were tested using Baron and Kenny’s (1986) three-step regression analysis, the Sobel test, and bootstrapping. The results were as follows. First, statistically significant correlations were found among the level of rights protection, teacher-child interactions, and psychological burnout. Second, the sub-factors of psychological burnout including emotional exhaustion and loss of accomplishment mediated the relationship between the perceived level of rights protection and teacher-child interactions. These findings suggest that enhancing teachers’ rights to alleviate psychological burnout is essential for fostering high-quality teacher-child interactions in kindergartens.

키워드