유아교사의 직무 스트레스가 유아의 사회성 발달에 미치는 영향에서 교사-유아 상호작용의 매개효과

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The purpose of this study was to investigate the mediated effect of teacher-child interaction on the effects of early childhood teachers’ job stress on young children’s social development. The subjects of this study were 297 early childhood teachers who were teaching 5-year-old children in Gwangju metropolitan city and Jeollanamdo. This study conducted survey research, and the survey data were analyzed using frequency analysis, descriptive statistic analysis, t test, F test, Pearson correlation analysis, and multiple regression analysis. The results of this study were as follows: First, early childhood teachers’ job stress, young children’s social development, and teacher-child interaction were meaningfully different according to teachers’ background variables such as teachers’ work experience, academic ability, marital status, and the number of overtime work. Second, there was negative correlation between early childhood teachers’ job stress and young children’s social development, between early childhood teachers’ job stress and teacher-child interaction. Third, early childhood teachers’ job stress had a significant negative effect on young children’s social development. Fourth, teacher-child interaction had a mediated effect on the effects of early childhood teachers’ job stress on young children’s social development. This indicates that the negative effects of early childhood teachers’ job stress on young children’s social development can be relieved through teacher-child interaction. It is important before everything for teachers to interact with young children effectively for young children’s social development. As a result, it is significant that this study suggests the method to minimize the negative effects of early childhood teachers’ job stress on young children’s social development by verifying the mediated effect of teacher-child interaction.