Abstract
본 연구는 유아교사가 인식한 사회적지지, 조직건강, 교수몰입 및 잡 크래프팅의 관계를 살펴보고 사회적지지와 조직건강이 잡 크래프팅을 매개로 교수몰입에 미치는 효과를 분석하는 것을 목적으로 한다. 어린이집 또는 유치원의 담임교사로 재직 중인 유아교사 200명을 대상으로 설문조사를 통해 자료를 수집하여 본 연구분석에 사용하였다. 연구결과는 다음과 같다. 첫째, 유아교사의 사회적지지, 조직건강, 잡 크래프팅, 교수몰입 간에는 정적 상관이 있는 것으로 나타났다. 둘째, 유아교사의 사회적지지, 조직건강과 교수몰입관계에서 잡 크래프팅은 부분매개 역할을 하는 것으로 나타났다. 본 연구에서는 유아교사가 교수활동에 몰입하여 유아교육의 질적 효율성을 높이기 위해서 조직 내에서는 사회적지지를 강화하고 조직건강을 증진시키며, 유아교사의 잡 크래프팅을 활성화하는 방안을 마련할 필요가 있음을 시사한다.The purpose of this study is to examine the structural relationship among early childhood teachers' social support, organizational health, job crafting, and teaching flow, and to analyze the mediating effect of job crafting on early childhood teachers' social support and organizational health on teaching flow. Data were collected through a questionnaire survey targeting 200 early childhood teachers currently working as teachers in preschool and kindergarten. The research results are as follows. First of all, there was a positive correlation among early childhood teachers' social support, organizational health, job crafting, and teaching flow. Secondly, job crafting played partial mediating roles in the relationship between early childhood teachers' social support, organizational health, and teaching flow. The results of study implies that in order to increase the qualitative efficiency of early childhood education by immersing early childhood teachers in teaching activities, it is necessary to prepare plans to strengthen social support within the organization, improve organizational health, and activate early childhood teachers' job crafting.
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