유아교사의 직무스트레스가 조직몰입에 미치는 영향에 있어 교수효능감의 매개효과

국문 초록 (Abstract)

본 연구는 유아교사의 직무스트레스, 교수효능감, 조직몰입의 관계를 밝히는 데 목적을 두고, 특히 유아교사 의 직무스트레스가 조직몰입에 미치는 영향에 있어 교수효능감의 매개효과를 살펴보고자 하였다. 이를 위해 D광역시 소재 유치원과 어린이집 유아교사 각 250명씩 총 500명을 대상으로 설문을 실시하였고, 그중 442부를 회수하여 426 사례를 분석에 사용하였다. 연구결과, 유아교사의 직무스트레스는 교수효능감 및 조직몰입과 부적 상관관계를 보였으 며, 교수효능감은 조직몰입과 정적 상관관계를 보였다. 또한 유아교사의 교수효능감은 직무스트레스와 조직몰입 간의 관계에서 부분 매개효과를 가지는 것으로 나타났다. 본 연구는 유아교사의 소진을 설명하고자 직무스트레스를 바라보 는 방식에서 그 방향을 전환하여, 긍정적 관점인 조직몰입을 설명하기 위한 예측변인으로서 직무스트레스를 바라보았 다는 데 의의가 있으며, 교수효능감의 매개효과를 확인함으로써 환경적 개입에 대한 가능성을 제공하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the causal relationship among job stress, teaching efficacy belief, and organizational commitment for early childhood teachers. Besides, the current study examined the mediating effect of teaching efficacy belief on the relationship between job stress and organizational commitment. The data were gathered through the questionnaires from 500 kindergarten and nursery teachers who are located in D metropolitan city. Among them, the total of 426 subjects were used for analysis from recovered 442. The results indicated that job stress was negatively correlated with teaching efficacy belief and organizational commitment for early childhood teachers. Teaching efficacy belief significantly had a positive relation with organizational commitment. Moreover, teaching efficacy belief turned out to have a partial mediating effect on the relationship between job stress and organizational commitment. This study has its significance in that it looked at the job stress as a predictor variable to explain the organizational commitment, the positive viewpoint by turning away from the early childhood teachers’ burnout, and provided the potential for the environmental intervention by confirming the mediating effect of teaching efficacy belief.

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