보육교사의 정서지능과 직무스트레스가 이직의도에 미치는 영향

서지정보

ㆍ발행기관 : mefot창의인성학회 ㆍ수록지정보 : MeFOT 창의인성연구 / 5권 / 1호
ㆍ저자명 : 김건옥

목차

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과 및 해석
Ⅳ. 결론
참고문헌

한국어 초록

본 연구는 보육교사의 이직의도에 대한 배경변인에 따른 차이와 정서지능과 직무스트레스의 관계를
살펴보고, 보육교사의 이직의도에 배경변인과 정서지능 및 직무스트레스의 상대적 중요성을 분석해 보
고자 하였다. 317명의 보육교사를 대상으로 위계적 회귀분석을 실시하였으며 그 결과 첫째, 학력이 낮
은 교사가 높은 교사 보다, 경력이 낮은 교사가 경력이 높은 교사보다, 급여가 적은 교사가 급여가 많
은 교사보다, 담당하는 아동의 연령이 낮은 교사가 높은 교사보다 이직의도가 높은 것으로 나타났다.
둘째, 보육교사의 지도행정지원부족, 업무과부하, 동료관계, 학부모관계, 원아관계를 포함한 직무스트
레스가 높을수록 이직의도가 많은 것으로 나타났다. 반면, 보육교사의 자기정서인식, 정서조절, 타인정
서인식, 정서활용을 포함한 정서지능이 낮을수록 이직의도는 많은 것으로 나타났다. 셋째, 보육교사의
이직의도에 정서지능 하위요인 중 정서조절 정서지능이 가장 중요한 예측요인이며, 다음으로 자기정서
인식과 정서활용 및 타인정서인식 정서지능, 업무과부하 직무스트레스, 담당아동연령 배경변인, 원아관
계 직무스트레스의 순으로 보육교사 이직의도에 영향을 미치는 것으로 나타났다. 이러한 결과로써
자기정서인식 정서지능과 자기정서조절 정서지능은 증진시키고 보육교사의 직무스트레스를 최소화
하는 것이 보육교사의 이직의도를 예방하고 완화하는 방안임을 알 수 있다.

영어 초록

This study examines the relationship between emotional intelligence and job stress about
turnover intention of day care teachers and analyzes their background variables about turnover
intention and the relative importance of emotional intelligence and job stress.
For this, subjects for inquiry set in this study are as follow:
Subject for inquiry 1. Is there any difference in turnover intention of day care teachers according
to background variables(age, academic background, marriage, career, salaries)?
Subject for inquiry 2. How is the relationship between emotional intelligence and job stress about
turnover intention of day care teachers?
2-1) How is the relationship between turnover intention and emotional intelligence of day
care teachers?
2-2) How is the relationship between turnover intetion and job stress of day care teachers?
Subject for inquiry 3. How is the relative importance of background variables about turnover
variables of day care teachers and emotional intelligence and job stress?
The subjects of this study is 317 day care teachers who work in 45 daycare centers located in
6-gus, Busan. The research tools used in the study are the emotional intelligence tool that Park,
bokmae(2011) used EIS(Emotional Intelligence Scale) developed by Wong and Law (2004) by
translating it into Korean, the job stress tool that Lee, Eunshil (2012) used the questionnaire that
Son, Changyang(2009) translated the questionnaire by Clark(1980)(Modified Teacher Occupational
Stress Factor Questionnaire) into Korean, and the turnover intention tool for day care teachers
used by Choi, Eungyeong(2013) to measure turnover intention of day care teachers. The main
survey was conducted via a preliminary survey and 317 copies were used as the final analytical
data. Percentage, frequency analysis, Pearson’s product moment correlation analysis, and
multicollinearity were reviewed by using spss 21.0 program and hierarchial regression analysis
was carried out.
The major results of this study were summarized and concluded as follow:
First, the result which examined turnover intention about background variables of day care
teachers has found that turnover intention of teachers with lower academic background, lesser
work experiences, lesser salaries, younger children that they are responsible for is higher than
that of teachers with higher academic background, more work experiences, more salaries, older
children that they are responsible for.
Second, it has found that the higher day care teachers’ job stress including lack of
administrative guidance support, work overload, relationships with co-workers, relationship with
parents, and the relationships with nursery school children is, the higher turnover intention is. On
the other hand, it has found that the lower day care teachers’ emotional intelligence including
self-emotional awareness, self-emotional control, another emotional awareness, and emotional
utilization is, the higher turnover intention is. Therefore, higher job stress and lower emotional
intelligence are closely related with turnover intention.
Third, self-emotional control and emotional intelligence are the most important predictors in
turnover intention of day care teachers. And next, it has found that job stress of work overload,
self-emotional awareness emotional intelligence, emotional utilization emotional intelligence,
relationship with nursery school children job stress, another emotional awareness emotional
intelligence, age of children that they are responsible for, and background variables have the
effect on turnover intention of day care teachers.

참고 자료

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