어린이집 유아반 보육교사의 교수몰입이 교사-유아 상호작용에 미치는 영향: 심리적 소진의 매개효과

• 영문명: Effect of Early Childhood Teacher’s Teaching Flow on Teacher-Child Interaction: Mediating Effect of Psychological Burnout
• 발행기관: 한국생애학회
• 저자명: 이나은 김지연
• 간행물 정보: 『생애학회지』제13권 제3호, 71~84쪽, 전체 14쪽
• 주제분류: 자연과학 > 생활/식품과학
• 파일형태: PDF
• 발행일자: 2023.10.31

국문 초록

This study aimed to determine the effect of teaching flow on the teacher-child interaction of early childhood teachers in child care centers and to analyze the mediating effects of psychological burnout. The participants of this study were 325 early childhood teachers working at day care centers in Seoul, Gyeonggi, and other metropolitan areas. The collected data were analyzed using descriptive statistics and Pearson’s correlation analysis, the PROCESS Macro Model 4 was used to examine mediating effects, and the statistical significance of the mediating effect was verified by performing bootstrapping. The results of this study are summarized as follows: First, there was a significant correlation between teaching flow and teacher-child interaction. A negative correlation was found between teaching flow and psychological burnout, and between psychological burnout and teacher-child interaction. Second, a mediating effect of psychological burnout was verified in the effect of teacher’s teaching flow on teacher-child interaction. Thus, reducing early childhood teachers’ psychological burnout caused by teaching flow is important because it enhances the positive effect of teacher-child interaction. In conclusion, these results show that the improvement of teachers’ teaching flow and alleviation of psychological burnout can improve the quality of teacher-child interaction. This study highlights the need to offer environmental and practical support to elevate teachers’ teaching flow, and to establish supportive measures to overcome and prevent psychological burnout.

목차

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

키워드

teaching flow psychological burnout teacher-child interaction