장애영유아 담당교사의 직무스트레스와 직무만족도 간의 관계에서 회복탄력성의 매개효과

Abstract

The purpose of this study was to examine the relationship between resilience, job stress, and job satisfaction of teachers of young children with disabilities, and to investigate the mediating effects of resilience in the relationship between job stress and job satisfaction. The participants in this study were 139 childcare teachers and early childhood special education teachers who are currently working in specialized daycare centers in Gwangju. Data were analyzed using frequency analysis, independent t-tests and analysis of variance, correlation analysis, and multiple regression analysis. In order to find out whether resilience played a mediating role in the relationship between job stress and job satisfaction, a regression analysis was performed according to the mediating effect verification procedure of Barron & Kenny(1986), and the Sobel Test was conducted to re-verify the mediating effect. Major findings are as follows: First, the overall resilience and job satisfaction of teachers of young children with disabilities were higher than the middle level, and the overall job stress was middle level. Second, there was a significant correlation between the resilience, job stress, and job satisfaction of teachers of young children with disabilities. There was a negative correlation between resilience and job stress, negative correlation between job stress and job satisfaction, and positive correlation between resilience and job satisfaction. Third, it was confirmed that a partial mediating role of resilience was established in the relationship between job stress and job satisfaction of teachers of young children with disabilities. These findings suggest that even if job stress decreases job satisfaction, resilience acts as a mediator to increase job satisfaction. Accordingly, based on this study, a support system including various teacher education programs should be established to enhance the resilience of teachers in charge of infants with disabilities to reduce their job stress of teachers of young children with disabilities, and to raise their job satisfaction of teachers in charge of children with disabilities to take care of children with disabilities.