보육교사의 절차공정성 인식과 직무수행태도의 관계에서 긍정심리자본의 매개효과

Abstract

This study was conducted to investigate the relationship between procedural justice, positive psychological capital, and job performance attitudes according to individual variables of teachers at national and public daycare centers, and procedural justice, positive psychological capital, and job performance attitudes of teachers at national and public daycare centers. A questionnaire survey was conducted on 220 teachers working at national and public daycare centers in Gyeonggi-do and Jeolla-do, and the procedural justice questionnaire, positive psychological capital questionnaire, and job performance attitude questionnaire were used. Frequency analysis, reliability verification, ANOVA verification, Scheffé's post-test, Pearson's moment correlation analysis, and regression analysis were performed to process the results. As a result of the study, first, procedural justice of teachers at national and public daycare centers differed according to monthly remuneration and working hours, positive psychological capital differed according to careers, and job performance attitudes differed according to monthly remuneration. Second, procedural justice of teachers at national and public daycare centers had a positive effect on job performance attitudes and was completely mediated by positive psychological capital. The results of this study can provide basic information to recognize the importance of positive changes in job performance attitudes of teachers at national and public daycare centers, establish a fair organizational culture of national and public daycare centers, and explore the effects of positive psychological capital formed by teachers and related support measures.