영유아 교사의 정신건강 관련 연구동향 분석

Abstract

Objectives This study aims to improve the quality of child care and education and reduce social problems by rec-ognizing the importance of mental health of early childhood teachers by examining research trends related to mental health of early childhood teachers and preventing and managing problems of mental health of early child-hood teachers. Methods We looked at domestic academic journals and dissertations published from 2004 to June 2003 by re-search on mental health of infants and toddlers, and analyzed a total of 39 papers from seven degree papers and 32 academic journals through search for “infant teachers” and “mental health” as keywords. Results First, as a result of examining the research flow by age, studies have been steadily appearing since 2004, and especially since 2018, they have increased rapidly. The subjects of the study were more childcare teachers than kindergarten teachers, and the type of research was quantitative research and correlational research. Second, as a result of examining the variables, it was found that there were many internal variables, especially job stress and psychological burnout, as variables affecting the mental health of early childhood teachers, and social support was found to be high as external social variables. As a mediating effect variable, it was found to help men-tal health by controlling individual variables. Third, there were 4 intervention programs, 1 development research thesis and 3 effect verification thesis, and a simple mental health measurement tool was used as a measurement tool, and effectiveness was shown after program development and implementation. Conclusions It will be an important foundation for teachers to live social lives with positive mental health, and it is expected to help prevent and manage mental health for infant teachers and carry out practical tasks to prepare effective coping skills.