영유아 교사의 인성과 회복탄력성이 심리적 소진에 미치는 영향

다국어 초록 (Multilingual Abstract)

Objectives This study aimed to investigate the levels of personality, resilience, and psychological burnout among early childhood teachers,and to examine the effects of personality and resilience on psychological burnout.
Methods This study include 417 kindergarten teachers and childcare teachers in Gyeonggi-do. Frequency and multiple regression analysis conducted the SPSS31.
Results The results of this study are as follows. First, early childhood teachers demonstrated a high level of personality, a moderate level of resilience, and a low level of psychological burnout with compared to previous studies. Second, personality had the greatest influence on the inefficacy of burnout, followed by professional cynicism, physical and emotional exhaustion, and dissatisfaction with the work environment. In particular, High levels of love for humanity were associated with low levels of psychological burnout. Resilience had the greatest influenced inefficacy, followed by physical and emotional exhaustion, dissatisfaction with the work environment, and professional cynicism. High level of Positive and self-regulation of resilience associated with low level of psychological burnout. This study is significant in that it examined the effects of personality and resilience on psychological burnout by analyzing sub-factors.
Conclusions This study examined the effects of early childhood teachers’ personality and resilience on psychological burnout. Its significance lies in analyzing personality, resilience, and psychological burnout not as a whole but by their sub-factors. The findings are expected to serve as foundational data for developing programs that enhance personality and resilience, thereby reducing psychological burnout among early childhood teachers.