유치원교사의 직무스트레스와 정신건강의 관계에서 직무스트레스 대처전략의 매개효과

Abstract

The purpose of this study was to reveal the mediated effectiveness of the job stress coping strategies in the relationship between the job stress and mental health of kindergarten teachers. The following research questions are set for the purpose. 1. What is the general trend of job stress, job stress coping strategies, and mental health among kindergarten teachers? 2. What is the relationship between the job stress of a kindergarten teacher, the job stress coping strategies, and mental health? 3. Are there any mediated effects of job stress coping strategies in the relationship between job stress and the mental health of kindergarten teachers? To solve these research questions, two hundred fifty private kindergarten teachers worked in Busan city were selected. Collected data were analyzed using SPSS 25.0 for Window. The general tendency of job stress, job stress coping strategies and mental health was analyzed by using Pearson's appropriate correlation analysis of the mean and standard deviation and the path relationship and the parameter effects between the variables in PROCESS macro for SPSS version 3.3 of Hayes(2019). SPSS Direct macro used bootstrapping method. The results of this study are summarized as follows: First, after examining the job stress, job stress coping strategies, and general tendency of mental health of kindergarten teachers, the job stress showed the highest activity of primary children, mental health anxiety, and job stress coping strategies. Second, the correlation between the job stress, job stress coping strategies and mental health of kindergarten teachers was calculated and significant correlation was found between these variables. Although job stress showed static correlation between support-oriented and amulet-oriented and avoidance-oriented coping strategies, it showed no significant correlation with problem-solving-oriented coping strategies. Next, job stress and mental health showed static correlation, problem-solving-oriented coping and mental health showed no correlation. In addition, support-seeking and mental health were found to be amulet-related, and avoidance-oriented coping strategies and mental health were static correlations. Third, the job stress coping strategy in the relationship between job stress and mental health of kindergarten teachers was shown as a partial medium effect. There were significant mediated effects in the parameter between job stress and support-seeking-oriented and avoidance-oriented coping. In contrast, there were no significant mediated effects on problem-solving-oriented coping. In addition, the job stress of kindergarten teachers was found to affect mental health. The indirect effects of kindergarten teachers' support-oriented and avoidance-oriented coping methods were significant. That is indicating they were partial intermediaries in the relationship between job stress and mental health. In other words, in the process of job stress affecting the mental health of kindergarten teachers, support-seeking and avoidance-oriented measures are believed to have an important impact. Therefore, to have a positive impact on the mental health of kindergarten teachers, it is necessary to raise the support-seeking-oriented coping strategy for job stress and lower the avoidance-oriented coping strategy. This study is meaningful in that it has identified the mediated effect of the task job stress coping strategies in the relationship between the job stress of kindergarten teachers and mental health. Beside, this study suggests that the proper use of job stress coping strategies of kindergarten teachers will the alleviate job stress and help promote mental health.