보육교사의 직무스트레스와 영유아 권리존중 보육실행과의 관계에서 긍정심리자본의 매개효과

Abstract

The purpose of this study is to investigate the mediating effect of positive psychological capital, a teacher's psychological variable, in the relationship between childcare teachers' job stress and childcare practices that respect the rights of young children. The subjects of the study were 250 childcare teachers working at daycare centers in Daegu City and Gyeongsangbuk-do. Prior to the main survey, the questionnaire was reviewed by two relevant experts to evaluate its appropriateness, and the final questionnaire was completed after a preliminary survey of 15 child care teachers on the understandability and appropriateness of the phrases. The results of this study are summarized as follows. Firstly, in the correlation between childcare teachers' job stress, positive psychological capital, and childcare practices respecting the rights of young children, it was found that childcare practices that respect the rights of young children had a negative relationship with job stress and a positive relationship with positive psychological capital.
 Secondly, positive psychological capital was found to be a statistically significant partial mediating variable in the relationship between childcare teachers' job stress and childcare practices that respect the rights of young children. Based on the results of this study, it was suggested that a variety of psychological support systems for child care teachers, including programs that promote the positive psychological capital of child care teachers, need to be established and provided. This is because even if childcare teachers have job stress, the mediating role of positive psychological capital helps them to better implement childcare that respects the rights of young children.