Abstract
Objectives This study intends to improve daycare quality by examining the impact of personality types and coworker relationship on burnout among daycare teachers, as well as psychological characteristics that can help prevent burnout among daycare teachers.
 Methods The participants in this study were 198 daycare teachers who worked in daycare centers in Seoul and Chungbuk. In addition, In addition, Pearson's timely correlation coefficient was calculated to analyze the correlation between descriptive statistics and variables to find out the general trend using the SPSS 21.0 statistical program. Multiple regression analysis was also conducted to find out the influence between burnout.
 Results First, emotional exhaustion was favorably connected with neurotic characteristics, while sincerity, extroversion, affinity, and openness were negatively correlated when the five personality variables of daycare teachers, coworker relationships, and burnout were investigated. Extroversion, affinity, and honesty were negatively connected with dehumanization, while neurotic factors were positively correlated. Sincerity, extroversion, affinity, and flexibility were inversely connected with a drop in sense of achievement, while neurotic factors were positively correlated. The relationship between coworker relationships and burnout sub-factors was all negative, indicating that the better the coworker relationship, the less dehumanization, loss of achievement, and emotional exhaustion. Second, when looking at the five personality factors of daycare teachers and the effect of relationships with coworkers on burnout, it was observed that neurosis, which is a sub-factor of burnout, had a substantial effect among personality factors, while other personality factors had no effect. Dehumanization had a strong impact on personality traits such as neuroticism and coworker relationships, as well as sincerity, affinity, and extroversion, which had a major impact on achievement loss.
 Conclusions As a result, efforts should be made to aggressively assist daycare teachers with aspects that are prone to burnout among the teacher's personality features, and diverse program support is needed not only for individuals but also for teachers to have a mutual interaction.
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