유아교사의 교사 효능감과 대인관계 스트레스가 행복감에 미치는 영향

초록

The purpose of this study was to examine the impact of teacher efficacy and interpersonal relationship stress of early childhood teachers on their happiness. The subjects in this study were 343 teachers who have been working at kindergartens and child-care centers in Seoul, Incheon, Gyeonggi, Chungbuk, and Chungnam province. After a survey was conducted, the answer sheets from 266 respondents among the collected ones were analyzed. Frequency analysis, descriptive statistics, correlation analysis and multiple regression analysis were conducted to examine research questions. The findings of this study can be summarized as follows. First, happiness and teacher efficacy scores of early childhood teachers were all above average. But interpersonal relationship stress scores were below average. Second, according to the results of correlation analysis, there was a significant positive correlation between happiness and teacher efficacy of early childhood teachers. However, there was a significant negative correlation between happiness and interpersonal relationship stress. Third, according to the results of multiple regression analysis, teacher efficacy and interpersonal relationship stress of early childhood teachers were predicting variables for their happiness. In particular, interpersonal relationship stress was the most influential variable when it comes to determining the level of their happiness.

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