정서적 지지와 그릿, 심리적 행복감 간의 구조적 관계

Abstract

Objectives The purpose of this study is to examine the structural relationship between emotional support, grit, and psychological well-being perceived by early childhood teachers and to investigate the moderating effect of the type of early childhood education institutions. Methods The participants of the study were 670 teachers working at kindergartens and daycare centers in Seoul and Gyeonggi, Incheon Province. The collected data were analyzed using SPSS and AMOS 23.0 program. We analyzed the structural relationship between social support, reflective thinking, and teacher efficacy by applying a structural equation model. The bootstrapping was conducted to verify the significance of the mediating effect. A multi-group analysis was conducted to analyze the moderating effect of the type of early childhood education institution. Results As a result of analyzing the structural relationship between emotional support, grit, and psychological well-being, emotional support was found to have a positive effect on grit and psychological well-being, respectively, and grit was analyzed to have a positive effect on psychological well-being. Also, grit was found to mediate emotional support and psychological well-being positively. The moderating effect of the type of early childhood education institutions was significant only in the kindergarten teacher group in the relationship between emotional support and psychological well-being. Conclusions The above results suggest that it be necessary to support the recognition of emotional support in order to promote psychological well-being of the kindergarten teacher group while it need to enhance grit through emotional support in order to facilitate psychological well-being of the daycare center teacher group.