유아교사의 회복탄력성이 직무소진과 직무성과에 미치는 영향

Abstract

The purpose of this research was to examine how early childhood teacher’s resilience influences job burnout and job performance. To achieve the goal of this study, the following research questions have been established. Research question 1. What is the relationship among childhood teacher’s resilience, job burnout, and job performance? Research question 2. How does childhood teacher’s resilience affect job burnout and job performance? For this research, 263 early childhood teachers working in Busan and Gyeongnam province were surveyed, and the collected data were analyzed using SPSS 21.0. Product-moment correlation analysis was conducted to examine research question 1. For research question 2, multiple regression analysis and hierarchical regression analysis were conducted. The results of this study were as follows. First, in terms of the relationship among childhood teacher’s resilience, job burnout, and job performance, there is significant negative correlation between the resilience and job burnout whereas there is significant positive correlation between the resilience and job performance. Also, there is significant negative correlation between the job performance and job burnout. That is, three variables are closely correlated, as they are respectively in the relationship between an independent variable and a dependent variable. Second, regarding the impact of childhood teacher’s resilience on job burnout and job performance, the resilience has a significant impact on the decrease in job burnout, and resilience has a significantly positive impact on job performance. In conclusion, this research shows the importance of resilience for reducing childhood teachers’ job burnouts and for improving their job performances. Therefore, efforts should be made to reinforce childhood teachers’ resilience to reduce their job burnouts and improve their job performances.