유아교사의 자아탄력성 및 교사효능감이 직무만족도에 미치는 영향 = The Effects of Early Childhood Teachers' Self-resilience and Teacher Efficacy on Job satisfaction

다국어 초록 (Multilingual Abstract)

This study aims to investigate the influence of early childhood teachers' self-resilience and teacher efficacy on job satisfaction. In accordance with the study's objectives, the following research questions have been formulated:

1. What are the general trends in self-resilience, teacher efficacy, and job satisfaction of early childhood teachers?
2. How do trends in self-resilience, teacher efficacy, and job satisfaction vary among early childhood teachers based on their general background?
3. What is the correlation between self-resilience, teacher efficacy, and job satisfaction among early childhood teachers?
4. How do trends in self-resilience and teacher efficacy of early childhood teachers influence job satisfaction?

To investigate this, a study was conducted targeting a total of 324 lead teachers, ranging from 3 to 5 years old, working in early childhood education institutions in the Seoul and Gyeonggi Province metropolitan area. The following four research tools were utilized for the study. First, a survey consisting of five questions was conducted to ascertain the general background of early childhood teachers. Second, a set of 26 questions was utilized to assess the self-resilience of early childhood educators. Third, a tool consisting of 23 questions was employed to assess teacher efficacy. Lastly, the job satisfaction of early childhood educators was measured using a tool comprised of 40 questions, utilizing the Korean Childcare Teacher's Job Satisfaction Scale. The data collected in this study were analyzed using SPSS 26.0, employing frequency analysis, descriptive statistics, reliability verification, t-tests, ANOVA, and post-hoc testing (Scheffé). Additionally, Pearson correlation analysis and multiple regression analysis were conducted. Summarizing the analysis results based on the research questions, the following findings were obtained.
First, upon examining the general trends of early childhood teachers' self-resilience, the results indicated that teachers generally perceive their self-resilience, teacher’s efficacy, and job satisfaction at high levels. The differences in mean scores across sub-factors were not significant, suggesting that each factor interacts with others. Second, when considering general backgrounds, younger early childhood educators tend to report higher job satisfaction. Additionally, job satisfaction increases with greater professional experience, and those with higher educational degrees, particularly advanced degrees, exhibit higher levels of job satisfaction. Third, there was a statistically significant positive correlation between the self-resilience and teacher efficacy of early childhood teachers and job satisfaction. These variables exhibited a strong interrelationship, with some meaningful effects observed for certain sub-factors. Fourth, the study on the impact of self-resilience and teacher efficacy on job satisfaction among early childhood teachers revealed that both factors significantly influence job satisfaction. Among the sub-factors of self-resilience, 'positivity' and 'control' were found to have significant effects on job satisfaction, while among the sub-factors of teacher efficacy, 'sense of purpose' was identified as having a significant impact on job satisfaction.
Therefore, this study holds significance by examining the impact of self-resilience and teacher efficacy on job satisfaction among early childhood teachers. Through this, it becomes evident that the job satisfaction of early childhood educators directly influences the growth and development of young children. Consequently, legal, institutional, and policy support is necessary to enhance job satisfaction. Building upon the research findings, programs and diverse support systems aimed at improving the self-resilience and teacher efficacy of early childhood teachers are expected to contribute to enhanced job satisfaction through positive job performance, ultimately leading to qualitative improvements in education and childcare.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. 자아탄력성 9
• 2. 교사효능감 14
• 3. 직무만족도 17
• 4. 선행연구 고찰 21
• Ⅲ. 연구방법 25
• 1. 연구대상 25
• 2. 연구도구 27
• 3. 분석방법 30
• Ⅳ. 연구결과 32
• 1. 유아교사의 자아탄력성, 교사효능감, 직무만족도의 일반적 경향 32
• 2. 유아교사의 일반적 배경에 따른 자아탄력성, 교사효능감, 직무만족도의 차이 33
• 3. 유아교사의 자아탄력성, 교사효능감, 직무만족도간의 상관관계 49
• 4. 유아교사의 자아탄력성 및 교사효능감이 직무만족도에 미치는 영향 52
• Ⅴ. 논의 및 결론 63
• 1. 요약 및 논의 63
• 2. 결론 및 제언 73
• 참고문헌 76
• 부록 88
• ABSTRACT 101