초등교사의 심리적 소진 관련 변인들 간의 구조적 관계

Abstract

Objectives This study examined the structural relationship between social interaction anxiety, social support, and positive psychological capital variables that affect psychological burnout of elementary school teachers, and the differences according to adult attachment types.
 Methods To this end, 610 elementary school teachers in Daegu and Gyeongsangbuk-do were analyzed using a structural equation model that can simultaneously verify complex causal relationships. MANOVA was conducted to determine whether the variables differed significantly according to the adult attachment type. After that, ANOVA and Scheffé follow-up verification were conducted for each factor that was found to be statistically significant.
 Results First, the structural relationship between social interaction anxiety, social support, and positive psychological capital, which are variables that affect teachers' psychological burnout, was proven. Second, variables related to teacher psychological burnout differed according to the type of adult attachment.
 Conclusions These results suggest the importance of improving social support and positive psychological capital, which are protective factors of psychological burnout, should be considered to reduce psychological burnout. This study is significant in that it provided evidence to explore educational dimensions and therapeutic approaches differently depending on the type of adult attachment to reduce psychological burnout of teachers.