직장어린이집 교사의 자아탄력성, 낙관성 및 정서노동이 교사 행복플로리시에 미치는 영향 = Influence of ego-resilience, optimism and emotional labor on flourishing in employer-supported childcare center teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the impact of the ego- resilience, optimism and emotional labor of employer-supported childcare center teachers on their flourishing.

Research questions to achieve this purpose is as follows.
1. What are the ego-resilience, optimism, emotional labor and flourishing of employer-supported childcare center teachers?
2. What are the relationships of the ego-resilience, optimism and emotional labor of employer-supported childcare center teachers to their flourishing?
3. What relative influence do the ego-resilience, optimism and emotional labor of employer-supported childcare center teachers exercise on their flourishing?

The subjects in this study were 210 teachers who were selected by random sampling from the employer-supported childcare centers located in the cities of Busan and Ulsan. After a survey was conducted, the answer sheets from 195 respondents were analyzed.
The instrument used in this study was questionnaire for the ego- resilience, optimism, emotional labor and flourishing of employer- supported childcare center teachers, which this researcher prepared by modifying instruments used in earlier studies. The questionnaire consisted of 31 items on the ego-resilience of employer-supported childcare center teachers, 25 items about their optimism, 13 about emotional labor and 17 about flourishing.
The descriptive statistical analysis, correlation analysis, and multiple regression analysis were performed on the collected data using the PASW WIN 18.0 program.

The findings of the study were as follows.
First, concerning the self-perceived ego-resilience, optimism, emotional labor and flourishing of the employer-supported childcare center teachers, they got a mean of 3.76(SD=.45) in overall ego-resilience and a mean of 3.79(SD=.43) in overall optimism. As to the types of emotional labor, they got 3.91(SD=.47) in natural behavior, 3.30(SD=.58) in surface acting and 3.92(SD=.42) in deep acting. They got a mean of 7.16(SD=1.19) in overall flourishing. Their ego-resilience, emotional labor and flourishing were all above average.
Second, as a result of analyzing the correlation of the ego-resilience, optimism and emotional labor of the employer-supported childcare center teachers to their flourishing, their flourishing had a positive correlation with ego-resilience, and that had a positive correlation with optimism as well. Flourishing was positively correlated to natural behavior and deep acting, and there was no significant correlation between flourishing and surface acting.
Third, as a result of analyzing the relative influence of the ego- resilience, optimism and emotional labor of the employer-supported childcare center teachers on their flourishing, optimism was identified as the independent variable to have the largest impact on flourishing, followed by ego-resilience. When the relative influence of the subfactors of their ego-resilience and optimism and the types of their emotional labor on flourishing was analyzed in detail, optimism about achievement had the greatest explainability of 57 percent. The explainability of optimistic attitude stood at 7 percent; relational optimism, 3 percent; positive awareness of life and positive coping, 1 percent; and vitality, 1 percent. Thus, the subfactors of optimism had a 69% explainability.
The above-mentioned findings illustrated that the ego-resilience of the employer-supported childcare center teachers, their optimism and two types of their emotional labor which were natural behavior and deep acting had an impact on the improvement of flourishing. The findings suggest that employer-supported childcare center teachers who are instrumental in the well-rounded growth and development of infants and toddlers should try to have a positive mind-set and positive attitude to provide happiness education properly, and that they should make an active effort to successfully cope with everyday problems in a hopeful anticipation for life as well. Besides, research efforts should be directed into the development of programs geared toward boosting the flourishing of employer-supported childcare center teachers and into related teacher education.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 8
• Ⅱ. 이론적 배경 10
• 1. 교사와 행복플로리시 10
• 2. 직장어린이집 교사와 행복플로리시 14
• 3. 자아탄력성, 낙관성 및 정서노동과 행복플로리시 21
• Ⅲ. 연구 방법 44
• 1. 연구대상 44
• 2. 연구도구 46
• 3. 연구절차 50
• 4. 자료분석 53
• Ⅳ. 연구결과 54
• 1. 직장어린이집 교사의 자아탄력성, 낙관성, 정서노동, 행복플로리시의 인식 정도 54
• 2. 직장어린이집 교사의 자아탄력성, 낙관성, 정서노동, 행복플로리시 간의 관계 56
• 3. 자아탄력성, 낙관성, 정서노동이 직장어린이집 교사의 행복플로리시에 미치는 영향력 63
• Ⅴ. 요약 및 논의 72
• 1. 요약 72
• 2. 논의 및 제언 75
• 참고문헌 85
• 부 록 100
• Abstract 108