유아교사의 소진과 조직몰입 간의 관계에서 긍정심리자본의 매개효과

Abstract

The purpose of this study is to investigate whether positive psychological capital has mediating effects on the relationship between early childhood teachers burnout and organizational commitment. For this purpose, a survey was conducted on 183 early childhood teachers working in kindergartens and daycare centers in Daegu., The collected data were analyzed by frequency, percentage, correlation, and structural equation modeling using SPSS 23.0 AMOS 23.0 statistical program. The results of this study are as follows. First, the burnout perceived by early childhood teachers had a negative effect on organizational commitment. second, positive psychological capital had a mediating effect on the relationship between organizational commitment and burnout. The significance of this study is that it is necessary to pay attention and efforts to prevent burnout through improvement of treatment, welfare, physical environment for the performance of early childhood teachers in order to improve the quality of education by increasing organizational commitment. In addition, positive psychological capital plays an important role as a process parameter that burnout affects organizational commitment, so developing positive psychological capital for early childhood teachers organizational commitment ultimately contributes to strengthening the competitiveness of early childhood education institutions.