유아교사의 조직몰입과 정서지능이 유아문제행동지도 효능감에 미치는 영향

초록

The purpose of this study was to examine the relationships among early childhood teachers’ organizational commitment, emotional intelligence, and self-efficacy in managing children’s problem behaviors, and to analyze the influence of organizational commitment and emotional intelligence on self-efficacy. Participants were 215 early childhood teachers working in early childhood education institutions. Data were collected through an online questionnaire distributed via Google Forms and analyzed using descriptive statistics, correlation analysis, and stepwise regression analysis. The results showed that all three variables were significantly and positively correlated. Among the components of emotional intelligence, facilitation of thought and emotional awareness/expression positively influenced guidance skills and personal efficacy, while emotional regulation and empathy positively affected responsiveness to external influences. Organizational commitment also had a significant positive effect on both guidance and management skills for problem behaviors and personal efficacy. Teachers with higher levels of job commitment reported greater confidence and stronger willingness to intervene. These findings suggest that both emotional intelligence as an internal factor and organizational commitment as an external factor play critical roles in shaping teachers’ self-efficacy in managing children’s problem behaviors. Therefore, systematic support is needed in early childhood education settings to strengthen teachers’ emotional and psychological competencies as well as their organizational commitment.

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