연령대별 교사의 직업적 자신감과 직업적 행복 형성 경로 차이 분석: fsQCA와 NCA를 중심으로

초록

This study aims to identify differences in the causal configurational paths that shape teachers' workplace buoyancy and workplace happiness across two age groups (teachers in their 20s–30s and those in their 40s–50s). To this end, a Necessary Condition Analysis (NCA) was first conducted to evaluate whether each antecedent condition constitutes a necessary condition for the outcomes and to what degree, followed by a fuzzy-set Qualitative Comparative Analysis (fsQCA) to empirically examine the specific configurations through which these conditions combine to produce the outcomes. Drawing on data from 925 elementary, middle, and high school teachers in South Korea, the NCA results revealed that work engagement is a significant necessary condition—a bottleneck that must be satisfied—for driving both workplace buoyancy and workplace happiness within each of the two analyzed age groups. The subsequent fsQCA sufficiency analysis identified distinct, age-differentiated configurational paths, demonstrating equifinality in the formation of teachers' workplace buoyancy and workplace happiness. For the 20s–30s group, the absence of overcommitment emerged as a core condition across the solution paths. Conversely, for the 40s–50s group, workplace buoyancy and workplace happiness tended to manifest when relationship-based conditions, such as a positive school climate and caring leadership, were present. These findings suggest the need for age-group-specific, tailored support strategies that comprehensively account for teachers' life-cycle characteristics and the organizational contexts of their schools.

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