유아교사의 셀프리더십과 행복감의 관계에서 공감능력의 매개효과

Abstract

Objectives The purpose of this study is to investigate the effect of self-leadership and empathic ability required of early childhood teachers on happiness and what mediating role empathic ability plays in the relationship be-tween self-leadership and happiness of early childhood teachers. Methods A questionnaire survey of 175 early childhood teachers in G city on self-leadership, happiness, and em-pathy of early childhood teachers was conducted and data were subjected to frequency, percentage, correlation analysis and mediated regression analysis. Results It was found that there was a correlation between early childhood teachers' self-leadership, empathy, and happiness, and early childhood teachers' self-leadership had a positive effect on empathy, happiness, and static impact. It was found that early childhood teachers' empathy partially mediated the relationship between self-leadership and happiness. Conclusions For the efficient operation of the currently implemented child and play-oriented nuri-curriculum, it is required to develop and implement various teacher training programs that can enhance infant teachers' self-leadership, empathy, and happiness.