유아교사의 셀프리더십과 교수몰입이 직무만족에 미치는 영향

Abstract

The purpose of this study was to find out the effects of early childhood teachers’ self-leadership and teaching flow on their job satisfaction, as well as to discover the mediating effects of social support on job satisfaction. The subjects were 357 early childhood teachers who had been asked four questionnaires. The findings of this study were as follows. First, this study revealed positive correlations among the variables of early childhood teacher’s self-leadership, teaching flow, job satisfaction, and social support. Second, this study showed that there were the effects of self-leadership and teaching flow of early childhood teachers on their job satisfaction. Third, there was a mediating effect of social support on job satisfaction of early childhood teachers based on the relationship of the early childhood teachers’ self-leadership and their teaching flow.
 The results of this study signify that self-leadership and teaching flow are important factors to enhance the quality of early childhood education and early childhood teacher’s expertise as well as early childhood teachers’ social support for young children’s development and teacher’s job satisfaction in their experiences.