초록 열기/닫기 버튼
본 연구의 목적은 보육교사의 직무스트레스, 임파워먼트 및 보육교사가 지각한 직장 내 지지가 보육교사의 심리적 소진에 미치는 직․간접 영향을 밝혀보려는데 있다. 본 연구는 보육교사 507명을 대상으로 자료를 수집하고 AMOS 20.0 프로그램을 이용하여 자료를 분석한 다음 유의수준 .05에서 추정된 모수치의 통계적 유의성을 검증하였다. 그 결과를 요약하면 다음과 같다. 첫째, 임파워먼트와 직무스트레스는 보육교사의 심리적 소진에 직접적인 영향을 미치는 것으로 나타났으나, 직장 내 지지는 보육교사의 심리적 소진에 직접적인 영향을 미치지 않는 것으로 나타났다. 둘째, 직장내 지지는 보육교사의 직무스트레스에 직접적인 영향을 미치는 것으로 나타났으나, 임파워먼트는 직무스트레스에 직접적인 영향을 미치지 않는 것으로 나타났다. 셋째, 직장 내 지지는 보육교사의 임파워먼트에 직접적인 영향을 미치는 것으로 나타났다.
The purpose of this study was to investigate the structural relationships among different variables related to burnout. 507 child-care center teachers residing in Gyeongsangbuk-Do and Daegu Metropolitan City in Korea completed questionnaires about burnout, job stress, empowerment and workplace support. A variance-covariance matrix of this sample was analyzed using AMOS 20.0, and the maximum likelihood minimization function. The goodness of fit was evaluated via SRMR, RMSEA with a 90% confidence interval, CFI, and TLI. The results were as follows: First, child-care teachers’ job stress and empowerment had a direct effect on teachers’ burnout, but workplace support did not have a statistically significant direct effect on teachers’ burnout. Second, workplace support had a direct effect on teachers’ job stress, but teachers’ empowerment did not have a statistically significant direct effect on teachers’ job stress. Third, workplace support had a direct effect on teachers’ empowerment.
The purpose of this study was to investigate the structural relationships among different variables related to burnout. 507 child-care center teachers residing in Gyeongsangbuk-Do and Daegu Metropolitan City in Korea completed questionnaires about burnout, job stress, empowerment and workplace support. A variance-covariance matrix of this sample was analyzed using AMOS 20.0, and the maximum likelihood minimization function. The goodness of fit was evaluated via SRMR, RMSEA with a 90% confidence interval, CFI, and TLI. The results were as follows: First, child-care teachers’ job stress and empowerment had a direct effect on teachers’ burnout, but workplace support did not have a statistically significant direct effect on teachers’ burnout. Second, workplace support had a direct effect on teachers’ job stress, but teachers’ empowerment did not have a statistically significant direct effect on teachers’ job stress. Third, workplace support had a direct effect on teachers’ empowerment.
