Child Care Teachers Research Articles

어린이집 원장이 생각하는 보육교사 휴게시간 운영의 의미와 고충

Objectives This study explored the meaning and difficulties of the head of the daycare center due to the mandatory operation of rest time. Methods For this purpose, in-depth interviews were conducted from August 20 to September 20, 2021 with 7 principles of child care centers in Seoul using the phenomenological and qualitative research method of Colaizzi (1978). Data analysis is used by the phenomenological rearch method of Colaizzi (1978) to repeatedly read the transcribed content, also grasp the overall context of the experience of operating break time, explore related experiences. therefore a collection of topics is categorized, so that can reveal this structure and finally Four thematic collections and ten constructive meanings were derived. Results A total of 4 themes and 10 compositional meanings were derived from the meaning and grievances of child care center director’ thought about daycare center teachers' compulsory rest time operation. The meaning of the break time operation was shown to firstly secure private time for teachers, and to improve the quality of welfare of childcare teachers by recharging energy through rest. Secondly, the director of the daycare center considered it meaningful to change the positive perception of parents and the director himself that childcare teachers have a right and secure a rest time through break time operation. The difficulties in operating break time are. First, the difficulty of operating an institution that does not take into account the position of the director who is the operator of the daycare center, the director who takes notice of the daycare teachers, and the operational ability of the director between the break time system and practice due to the possibility of safety accidents for infants and young children. As a result, relationships with members were difficult. The second difficulty of the daycare center director is that he constantly handles work even during breaks, intermittent breaks time for teachers due to individual childcare for infants and toddlers, and the lack of work of assistant teachers replaced to ensure breaks for homeroom teachers. It appeared as an obligatory break time, which could be just a pleasant illusion due to the ambiguous boundary of rest. Conclusions Through this study, the child care center principle should build a partnership that strengthens his/her ability to flexibly respond to the legal system as a manager, and the teachers and directors are more familiar with applying the break time-related system etc., should be given more benefits, and it is considered that a continuous fact-finding survey on the operation of break time is necessary.

육아종합지원센터의 보육교사 대상 실시간 비대면 교육에 대한 만족도가 교사효능감을 매개로 교육효과에 미치는 영향

Objectives The purpose of this study is to examine the influence on education effect by satisfaction level of untact real-time education for childcare teacher-executed by the Support Center for Childcare- with mediacy of teacher’s efficacy and to provide basic data required in managing education program by the Support Center for Childcare Methods The objects of this study were 204 childcare teachers working at daycare centers in Gyeonggi-do. The survey for satisfaction level of real-time untact education, education effects, teacher’s efficacy was performed from 11 March to 24 March in 2022. Excluding some outlying data, 202 samples was analyzed for this study, and data analyzing tool was SPSS WIN 22.0 program for frequency analysis, reliability analysis, descriptive statistics, difference analysis, correlation analysis, and mediating effect analysis. Results First, satisfaction level of real-time untact education, education effect and teacher’s efficacy shows high position. Second, among several variables of childcare teacher, number of real-time untact education increases their efficacy for education. Third, between satisfaction of real-time untact education, education effect, and teacher’s efficacy, statical correlation was verified. Fourth, relation between real-time untact education satisfaction and education effect, teacher’s efficacy functions as a mediating parameter. So, plan or alternative for increasing teacher’s efficacy is required. Conclusions Through this study, we were able to confirm the high satisfaction and educational effects of real-time untact education at the Support Center Childcarere and the mediating effects of teacher efficacy. This can be used as a basic data for the efficient operation of childcare teachers' education at the Support Center Childcarere, and there is an empirical implication in the need to improve the teacher's sense of efficacy.

보육교사가 지각하는 원장의 감성리더십과 교사효능감이 행복감에 미치는 영향

Objectives The purposes of this study were to research on the relationships between the principal’s leadership perceived by teachers, teacher efficacy, and the teachers’ happiness; and how the principal’s emotional leadership and teacher efficacy affect the teachers’ happiness at their child care centers. Methods From October 25th to November 3rd, 2021, we conducted an on-offline questionnaire survey of childcare teachers working at child care centers all over the country. Based on previous research, the principal’s emotional leadership and teacher’s efficacy and happiness scales were used as evaluation standards. Thereafter 285 of the 300 collected data were tested by frequency-analysis, technical statistics, reliability test, t-verification, One-Way ANOVA analysis, correlation analysis and hierarchical regression analysis using SPSS 22.0 program. Results First, There were significant differences in teacher’s happiness according to the sociodemographic factors of age and marital status and no differences in career and academic background. Second, There were positive correlations among emotional leadership of the principal, teacher efficacy, and the happiness of the teacher. Third, it was found that both the principal’s emotional leadership and teacher efficacy perceived by the childcare teacher have a significant positive effect on the childcare teacher’s happiness. Conclusions This study has shown how the principal’s emotional leadership perceived by teachers, and teacher’s efficacy could affect the teacher’s happiness. Therefore, because happy teacher improve the quality of the school, this study will provide essential data to build an excellent child care system.

PREVENTING THE APPEARANCE OF PROFESSIONAL DEFORMATIONS OF FUTURE PRESCHOOL INSTITUTIONS TEACHERS

The article deals with the problem of preventing occupational burnout, the appearance of professional deformations, counteraction to the negative professiogenesis of future childcare teachers of preschool institutions at the stage of their professional training. It describes specific features of preschool education including high degree of responsibility and psychological stress of childcare teachers’ work, complexity and a significant number of job tasks, intensity of communication, a high probability of emergency situations, etc. By interviewing 54 young childcare teachers (their work experience being up to 3 years) from different regions of Ukraine (Kyiv and Ternopil regions), the author brought into sharp focus the practical urgency of the issue of professional deformation of a specialist. The author has come to the conclusion, that yesterday’s graduates of higher education institutions are not ready for full-fledged professional activities, and, most importantly, they are not able to work effectively and ecologically for themselves, and the issues mentioned by the respondents can be considered prerequisites for the appearance of professional deformations and early occupational burnout. Having generalized scientific representations, the author defines professional deformation of a specialist as an integrative concept covering numerous personal changes caused by specialist’s activities, and which subsides due to this by the appearance of professional destructions in the specialist. The author highlights the essence, causes and consequences of professional burnout of preschool education institutions teachers, their early professional deformation, caused by a number of destructive external and internal factors. The author offers ways to update the content and technologies of professional training, to strengthen partnerships with the best practitioners. The essence and specific features of preparation for early professional adaptation of future childcare teachers are treated as factors of activation of purposeful professional development of an individual, their professional self-disclosure and personal fulfillment, the key to preventing stagnation, deformation and burnout. The author has concluded, that the dynamics of professiogenesis of a specialist is not always positive. Therefore, future preschool institution teachers should be prepared for professional challenges, constructive overcoming of crises, negative factors and deformations. Training of future teachers of preschool education institutions involves not only the development of a sustainable set of competencies, but also the ability to continuously improve themselves, activate their own professional approach, which will ensure the professional effectiveness and reliability of childcare teachers and form a constant, conscious need for this. So, a specially developed system of training applicants for the prevention of professional deformations will intensify the professional purposeful development of an individual. It will ensure the gradual professional self-realization of the future specialists and will be the key to preventing them from stress-induced diseases, destructive changes and breakdowns.

Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children

AbstractHow does teacher–child interaction quality in early child care and education settings influence the development of social-emotional skills in children at around two to three years of age? We measured the quality of interactions on the side of the child care teachers (N = 9, CLASS Toddler) and assessed self-regulatory skills through an individual assessment (i.e. working memory by the “Hidden Toys Task”, selective attention with the NEPSY, inhibitory control by using the “Toy Wrap Task”), testing children between 22 and 45 months old (M = 33 months, SD = 6 months;N = 64; 44% girls) who attended a child care center. Additionally, children’s social and self-regulatory skills were assessed by their teachers by using the MASCS and CBRS rating scales. We found evidence that for even children this young, the quality of interactions in child care settings is positively related to working memory, and less disruptive behavior. Conversely, we found no evidence that interaction quality influenced other aspects of social-emotional development, such as selective attention, inhibitory control, self-regulatory skills, prosocial behavior and impulsiveness. Results emphasize the importance of positive interaction in child care settings for children at about the age of three. Possible reasons for null findings are discussed.

Universal Child Care as a Policy to Prevent Child Maltreatment.

Universal Child Care as a Policy to Prevent Child Maltreatment.

A Study on the effects of Childcare Teachers' Calling and Resilience on Psychological Burn-out

본 연구는 보육교사의 소명의식, 회복탄력성, 심리적소진 간 어떠한 관계가 있는지 살펴보고, 소명의식과 회복탄력성이 심리적소진에 미치는 영향을 알아보는데 목적이 있다. 이를 위해 J 지역의 보육교사 218명을 대상으로 설문조사를 실시하였으며, 연구대상의 특성과 각 변인 간 관계파악을 위해 기술통계, 상관관계분석, 중다회귀분석을 실시하였다. 연구결과를 살펴보면, 첫째, 보육교사의 소명의식은 심리적소진과 부적 상관관계가 나타났고, 회복탄력성 또한 심리적소진과 부적 상관관계가 나타났다. 둘째, 보육교사의 소명의식과 회복탄력성은 심리적소진에 유의한 부적영향을 미치는 것으로 나타났으며, 회복탄력성의 하위요인인 대인관계능력, 긍정성은 부적영향을 미치는 것으로 나타났다. 본 연구결과는 보육교사의 심리적소진에 영향을 미치는 소명의식과 회복탄력성을 증진시켜 심리적소진을 감소를 위한 개인적 차원의 노력과 사회적 차원의 지원을 모색하는데 있어 기초자료로 활용되어질 수 있을 것이다.The purpose of this study is to investigate the effect of childcare teachers' calling and resilience on psychological burn-out. For this purpose, a survey was conducted of 218 childcare teachers in the area of J. Pearson's correlation analysis and multiple regression analyses were performed by using the SPSS WIN 27.0. The results are as follows. First, childcare teachers' calling was negatively correlated with psychological burn-out, and resilience was also negatively correlated with psychological burn-out. Second, childcare teachers' calling and resilience were found to have a significant negative effect on psychological burn-out, and interpersonal ability and positivity, which are sub-factors of resilience, were found to have a negative effect. The results of this study can be used as basic data to improve calling and resilience that affect psychological burn-out of childcare teachers, and to seek individual efforts and social support to reduce psychological burn-out.

보육교사가 지각한 직무스트레스가 분노조절에 미치는 영향

The purpose of this study was to examine the level of job stress perceived by childcare teachers and to examine the effect of stress on anger control. For this purpose, a survey was conducted on 431 childcare teachers working at daycare centers in Gyeongsangbuk-do, and the results of the study are as follows. First, as a result of analyzing whether there is a difference in the perceived anger control by childcare teachers according to the demographic variables of childcare teachers regarding anger control, significant differences were found in age, career, academic background, and job stress. There was no significant difference in the number of people in charge and working hours. Second, as a result of a study on whether job stress perceived by childcare teachers had a significant effect on anger control after controlling for demographic factors, the group with less than 10 years of experience as a childcare teacher showed higher anger control ability than the group with more than 10 years of experience. However, the higher the job stress of childcare teachers, the lower the ability to control anger. Third, as a result of analyzing the effects of six sub-factors of job stress on anger control, parental relationship stress and peer relationship stress had an effect on anger control, and among them, parental relationship stress had the most negative effect on anger control.

COVID19 상황에서 보육교사의 직무스트레스와 심리적 소진에 있어 그릿의 조절효과

This study was conducted to examine the effect of childcare teacher's job stress on psychological burnout in COVID-19 situation and to verify the moderating effect of grit in the relationship between job stress and psychological burnout. For this study, statistical analysis was conducted using the data that 316 childcare teachers working in Seoul and Gyeonggi province responded to the survey and the results are as follows. First, job stress of childcare teacher was found to have a positive effect on emotional exhaustion, depersonalization and reduced personal accomplishment which are sub-factors of psychological burnout. Second, it was found that there was a moderating effect of grit in the relationship between job stress and emotional exhaustion, depersonalization and reduced personal accomplishment of childcare teachers. Based on the results of this study, in order to prevent psychological burnout of childcare teachers, it is necessary to create an environment and provide various support that can relieve job stress. In addition, multilateral attempts are needed to strengthen the psychological and emotional aspects of childcare teachers. If the grit of childcare teachers is strengthened, psychological burnout can be alleviated even in difficult environments.

유아교육서비스 종사자의 직무환경 인식이 직무만족 및 조직몰입에 미치는 영향에 관한 연구

The purpose of this study was to investigate the effect of the early childhood education service workers" perception of the job environment on job satisfaction and organizational commitment, and to examine the effect on the relationship between job satisfaction and organizational commitment. The subject of this study was SPSS 22.0 statistical analysis of 205 childcare teachers working in childcare facilities located in Seoul and Gyeonggi-do as a study sample. As a result of the study, first, the degree of compensation in the job environment and peer relationship had a positive (+) effect on job satisfaction, but long-term professionalism and participation in decision-making were rejected. Second, the four sub-factors of the job environment, the degree of compensation, professional growth opportunities, peer relationships, and decision-making participation, were all adopted as positive (+) effect on organizational commitment. Third, job satisfaction was adopted as a positive (+) effect on organizational commitment. According to the results of this study, it was found that sub-factors of the job environment in childcare settings have a positive effect on job satisfaction and organizational commitment of childcare teachers.

The effects of childcare teachers' personalities and play teaching efficacy on teacher-child interaction

The effects of childcare teachers' personalities and play teaching efficacy on teacher-child interaction

Balancing work and family? Young mother’s coordination points in contemporary China

ABSTRACT China’s transition from a centrally planned to a market economy has substantially intensified the pressure on women in playing their dual roles as care givers and income earners. Drawing upon in-depth interviews with 34 young mothers in Jilin, China, this article employs the framework of ‘coordination point’ Skinner, C. [2003]. Running around in circles: Coordinating childcare education and work. Bristol: Policy Press). It looks at the daily journeys made in young women’s families and provides detailed information about the numbers of journeys take place and how these journeys are coordinated. The results show that Chinese young mothers retain the primary responsibility for childcare, not only transporting and caring for children, but taking the responsibility for organising the journeys to ensure the continuity of care. I argue that Chinese young mothers are not just taking on the ‘dual burden’ of work and care, but actually the ‘triple burden’ of worker, carer and manager as they deal with coordination points. Furthermore, grandparental support has been found to be particularly important in supporting working mothers by helping with coordination points and childcare activities. By contrast, long working hours and employed-favoured flexible arrangements, as well as the absence of childcare services for children under three, act as a hindrance to work–family balance.

보육교사의 휴게시간 운영 실태 및 정책요구

The purpose of this study is to identify operational status and policy requirements for sound operation on whether the use of nursery teachers' rest time is working well after 3 years of the implementation of the mandatory policy of children's home rest hours. It is to analyze in depth according to the background variables of the children's home, such as the type of nursery, the size, and the teacher's experience, and to provide the basic data reflecting after that the operation of the nursery teacher rest time can be supplemented by effective policies in the future. To this end, a questionnaire, the final research tool, was developed by re-verifying the literature analysis, the understanding of questions from 3 childcare-related professors and 5 childcare teachers, and content relevance. The final developed questionnaire consisted of 15 questions, consisting of 6 questions on general background, 7 questions on the actual status of the break time operation, and 2 questions on the policy request for improvement of break time operation. Data were collected from 303 nursery school teachers in Seoul and Gyeonggi regions, and the differences were analyzed through the χ2 test. The research results of this study are presented as follows. First, Number of times for breaks was 39.6%, which was higher than that of 17.5%, who used it every day. Second, the use of recess time was found in the order of nap time, special activity time, childcare routine, and other activities. Third, the method of using the break time was shown in the order of replacement of the partner of the second homeroom class, the support of the assistant teacher of the first homeroom class, the change of the partner of the third homeroom class, and the support of the class leader of the first homeroom. Fourth, the places used for break time at daycare centers were in the order of classroom, teacher's room, game room, and going out. Fifth, the methods of recording childcare teachers’ break time were shown in the following order: writing checklist documents, recording in diaries, and reporting to the director. Sixth, the works done during the break time were found in the order of paperwork, rest, daycare center joint work, and personal life work. Seventh, the reasons why a break time was planned but not implemented periodically were due to many tasks, safety of infants and children, and non-support from the director. Eighth, the guaranteed break time was shown in the order of no break time, 1 hour guarantee, and 2 hour guarantee. Ninth, the policy demands for substantiating break time operation were found in the following order: preparation of systematic detailed guidelines related to break time, practical work reduction, and guarantee of leaving work from 9 to 5 o'clock without break time. In order to stabilize the policy of obliging childcare teachers to take breaks, which can be directly related to the development and health and safety of infants and young children, it is necessary to understand the current situation in the field, write a detailed support policy for each type of daycare center, and comprehensively reflect this policy. suggest that it needs to be improved.

유아교사 양성평등 실천정도와 교육요구도에 관한 연구

In order to use it as basic data for gender equality education for early childhood teachers, this study diagnosed the degree of gender equality practice of early childhood teachers in 508 kindergarten and childcare teachers in Gyeongsangbuk-do, and the main results are as follows. First, the overall degree of gender equality practice of early childhood teachers was high, but gender bias and gender role stereotypes were expressed in some questions. Second, 75.9% of early childhood teachers in Gyeongsangbuk-do said that gender equality education for teachers was necessary, and 69.6% said they would participate in this education. As for the desired educational content, the teaching strategy for gender equality that can be applied to the field was the most, and the demand for providing educational programs and contents that can be used in the educational field was the highest for gender equality childcare practice. Based on these research results, the following suggestions are made to improve the practical ability of early childhood teachers to practice gender equality and to reflect educational needs. First, when conducting gender equality education for early childhood teachers, it is necessary to focus on strengthening practical skills rather than theory so that it can be actually applied in the early childhood education field. Second, customized education for each age group of infant teachers is needed. Third, it is necessary to provide manuals and contents so that infant teachers can practice gender equality in childcare sites. Fourth, kindergarten teachers should also be required to receive education.

Mediating and Moderating Effects of Personality on the Effects of Childcare Teachers' Job Stress on the Recognition of Child Abuse

Mediating and Moderating Effects of Personality on the Effects of Childcare Teachers' Job Stress on the Recognition of Child Abuse

The Impact of Affective Commitment and Leisure Satisfaction on Employees’ Quality of Life

Background: Employees’ quality of life is affected by both work and private life domains. As interest in a whole-life perspective has recently grown, how employees’ attitudes toward work and leisure experiences are associated with their quality of life has gained increasing international attention. Objective: The purpose of this research was to examine the associations between affective commitment, leisure satisfaction, and employees’ quality of life and the moderating role of leisure satisfaction in the relationship between affective commitment and employees’ quality of life. Methods: A sample of 154 female childcare teachers completed self-reported questionnaires measuring their affective organizational commitment, leisure satisfaction, and quality of life. Data were obtained from 17 childcare centers in Seoul, Korea, during the summer of 2021, using convenience sampling. Pearson correlation, hierarchical regression analyses, and bootstrapping methods were used to test the hypotheses. Results: The results revealed that affective commitment and leisure satisfaction were positively related to female childcare teachers’ quality of life. Moreover, after controlling for age and marital status, leisure satisfaction was shown to play a moderating role, indicating that affective commitment was more strongly associated with quality of life for individuals who had a high level of leisure satisfaction. Conclusion: The findings underscore the significance of affective commitment and leisure satisfaction in enhancing female employees’ quality of life. The findings also highlight the consideration of leisure satisfaction as a target for intervention in enhancing female employees’ well-being.

Face Masks for Children During COVID-19

Masks remain a simple but powerful tool to help prevent the spread of COVID-19. They are especially important for children who are too young for the vaccine. Read on for answers to some frequently asked questions about masks, children, and COVID-19.A well-fitting high quality face mask reduces the chance of contracting COVID-19, as well as spreading COVID-19 infection to others. Face masks should not be worn by children if they are under 2 years old. Face masks are strongly encouraged for:Note: Infants and children under 2 years old are too young for the vaccine and too young to wear face masks. To protect them, people who have close contact with infants and young children should wear face masks.Well-fitting face masks worn by everyone 2 years old and older and adults, including child care teachers, regardless of vaccination status protects them as well as others—especially if they are not vaccinated.In K-12 schools, students, teachers, staff and visitors should be supported if they continue wearing masks. The same is true for anyone who continues wearing masks for sports.Face masks have been around for a couple of years, but mask wearing is still new to a child who is turning 2. Here are a few ideas that might help make your child more comfortable when they are getting used to wearing a mask:It may be challenging for very young children not to fidget with their face mask. Expect to give your child plenty of gentle reminders not to touch their face mask. When mask-wearing is reinforced by adults and peers, they will learn to follow directions. Just like children understand that they must wear bicycle helmets and buckle into their car seats, they will learn to wear masks correctly and routinely when needed.For children under 3, it's best to answer their questions simply in language they understand. If they ask about why people are wearing face masks, explain that sometimes people need to wear them to stay healthy.For children over 3, try focusing on germs. Explain that germs are special to your own body. Some germs and good and some are bad. The bad ones can make you sick. Since we can't always tell which are good or bad, the face masks help make sure you keep those germs away from your own body.Children with weakened immune systems or who have health conditions or special health care needs that put them at high risk for infections are encouraged to wear an N95 mask for protection. Those with medical conditions that interfere with cognitive or lung function may have a hard time tolerating a face mask. For these children, special precautions may be needed. Families are encouraged to have a plan and discuss appropriate masks and precautions with their pediatrician.Look for a well-fitting comfortable face mask that fits your child's face. The mask should fit securely under the chin but not impair vision, and cover the mouth and nose. It should fit snugly along the sides of the face without any gaps. Remember to wash hands before and after wearing it and avoid touching it once it's on. When back home, avoid touching the front of the face mask by taking it off from behind.Note: Face masks should not be worn when eating or drinking. Also, make sure the mask has no choking or strangulation hazards for young children.Along with COVID-19 vaccination and boosters, mask wearing when recommended and other safety measures such as physical distancing, testing and hand washing are key to reducing SARS-CoV-2 infection and spread. If you have any concerns about your child's health, talk with your pediatrician.American Academy of Pediatricswww.aap.org and www.HealthyChildren.orgAdapted from the HealthyChildren.org article Face Masks for Children During COVID-19 (4/21/22).The American Academy of Pediatrics (AAP) is an organization of 67,000 primary care pediatricians, pediatric medical subspecialists, and pediatric surgical specialists dedicated to the health, safety, and well-being of all infants, children, adolescents, and young adults.In all aspects of its publishing program (writing, review, and production), the AAP is committed to promoting principles of equity, diversity, and inclusion.The information contained in this publication should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

Pre-service Childcare Teachers’ Perception of Childcare Teacher Shown in Childcare Teacher Theory Class

목적 본 연구에서는 보육교사론 수업에서 나타난 예비보육교사의 보육교사에 대한 인식을 살펴봄으로써 전문성을 갖춘 보육교사가 되도록 지원하는데 기초자료를 마련하고자 하였다. 방법 본 연구의 목적을 위해 15주차 간의 보육교사론 수업에서 학생들이 작성한 저널을 수집하여 예비보육교사의 보육교사에 대한 인식을 범주화하고 해당 사례를 선정하였으며, 연구자의 판단중지와 동료검증을 통해 자료분석의 신뢰도와 타당도를 높이고자 하였다. 결과 본 연구에서 보육교사론을 수강한 예비보육교사들은 보육교사에 대해 개인적⋅사회적 인식의 개선이 필요한 보육교사, 사명감을 가져야 하는 보육교사, 전문성을 갖추어야 하는 보육교사, 부모를 지원하는 보육교사로 인식하는 것으로 나타났다. 결론 본 연구의 결과를 바탕으로 보육교사 양성과정에서 예비보육교사들이 보육교사에 대해 올바른 인식을 형성하고, 전문성 신장을 위한 동기부여가 되도록 적절한 교육이 지원되기를 바란다.

The structural relationship among child care teacher’s grit, teacher efficacy, job satisfaction and psychological burnout

목적 본 연구는 보육교사의 심리적소진에 그릿과 교사효능감, 직무만족도가 어떠한 직⋅간접적 영향을 미치는지 살펴보는데 목적이 있다. 방법 전국의 어린이집에서 재직 중인 보육교사를 편의표집 하였으며 총 683명의 자료를 활용하였다. 수집된 자료는 SPSS 25.0과 AMOS 18.0 프로그램을 사용하여 다음과 같이 분석하였다. 주요변인들 간의 구조적 관계를 파악하기 위해서 구조방정식 모형을 분석하였고, 각 경로의 직접 및 간접효과를 분석하였다. 또한 매개효과의 유의성을 검증하기 위해 부트스트랩핑을 실시하였다. 결과 첫째, 보육교사의 그릿과 교사효능감, 직무만족도는 심리적소진에 직접적인 영향을 미치는 것으로 나타났다. 둘째, 보육교사의 그릿과 교사효능감은 직무만족도를 매개로 심리적소진에 영향을 미치는 것으로 나타났다. 셋째, 보육교사의 그릿이 심리적소진에 영향을 미치는 경로에서 교사효능감과 직무만족도의 순차적 이중매개효과가 나타났다. 결론 따라서 보육교사의 심리적소진을 감소시키기 위해서는 무엇보다 교사효능감과 직무만족도 증진이 중요하다고 할 수 있으며, 본 연구의 결과가 보육교사 심리적소진 예방 및 완화를 위한 프로그램 개발과 교육정책에 기초자료를 제공하였다는 점에서 의의가 있다.

A Study on the Current Status of Childcare Teacher Policy and Policy Evaluation in Korea

This study attempted to suggest the future direction of policy for childcare teachers in Korea by examining and evaluating the legal status of childcare teachers, the flow of childcare policies, and policies related to improving the treatment of childcare teachers by period. For this, the related laws, press releases, and basic mid-to-long-term childcare plans were analyzed by examining the respective home pages (websites) of the 「Child Care Act」 and the 「Early Childhood Education Act」, as well as those of the Ministry of Education, the Ministry of Health and Welfare, the Ministry of Gender Equality and Family, the Presidential Committee on Aging Society and Population Policy, and Central Childcare. In conclusion, the childcare policies up to now have the strong characteristic of being marginal efforts to improve the poor working environment and compensation of childcare teachers rather than being a fundamental solution for the long term. Accordingly, it is necessary to prepare a fundamental and long-term policy that can more realistically reflect the childcare teachers’ policy demands.