몬테소리 유아교육기관 교사의 사회적지지, 정서노동 및 직무스트레스가 조직몰입에 미치는 영향 = The Structure relationship of Social Support, Emotional Labor,

다국어 초록 (Multilingual Abstract)

The primary purpose of this research is to find the effects of social support, emotional labor, and job stress on organizational commitment of the Montesssori early childhood education teachers.

The research questions are as follows :
1. Will Montessori early childhood education teachers’ social support, emotional labor, and job stress have a direct effect on teachers’ organizational commitment?
1-1 Will Montessori early childhood education teachers’ job stress have a direct effect on teachers’ organizational commitment?
1-2 Will Montessori early childhood education teachers’ emotional labor have a direct effect on teachers’ organizational commitment?
1-3 Will Montessori early childhood education teachers’ social support have a direct effect on teachers’ organizational commitment?
2. Will Montessori early childhood education teachers’ social support have a direct effect on teachers’ job stress?
2-1 Will Montessori early childhood education teachers’ emotional labor have a direct effect on teachers’ job stress?
2-2 Will Montessori early childhood education teachers’ social support have a direct effect on teachers’ job stress?
3. Will Montessori early childhood education teachers’ social support have a direct effect on teachers’ emotional labor?

536 teachers who teach in Montessori early childhood educational institution located in Seoul, Daegu, Busan and near these cities were answered the survey.
Measurement tool for teachers’ organizational commitment borrowed, translated, and revised properly from Meyer and Allen(1991) to be fit for the teachers’ of early childhood educational institutions. Measurement tool for social support scale borrowed and revised from that of Pak Chi-Won(1989) and Lim, Jin-Hyung(2000) to be fit for the teachers’ of early childhood educational institutions. Measurement tool for teachers’ emotional labor used from the Lee, Jin-Haw(2007)’s revision of Gilstrap(2005), which used ELS(Grendy, 2000). Measurement tool for the teachers’ job stress used from the Gu, Eun-Mi(2004)’s revision of Clark(1980), which used D’Arienzo(1981).

The collected data were analyzed by SPSS 19.0, a descriptive statistics, and were analyzed by AMOS 20.0, a statistics program for structural equation modeling, to test whether the hypothesized structural model fitted the collected data well.

The results found in this study were as follows :

First, the study shows that Montessori early childhood education teachers’ job stress has a bad effect directly on teachers’ organizational commitment.
Second, the study shows that Montessori early childhood education teachers’ deep acting has a direct effect on teachers’ organizational commitment but surface acting dosen’t have an effect on teacher’s organizational commitment.
Third, the study shows that Montessori early childhood education teachers’ social support has a direct effect on teacher’s organizational commitment. The Higher social support is the more the teachers’ organizational commitment is.
Fourth, the study shows that Montessori early childhood education teachers’ surface acting has a direct effect on teachers’ job stress, but deep acting has no effect on teachers’ job stress.
Fifth, the study shows that Montessori early childhood education teachers’ social support has a direct effect on teachers’ job stress. That is the more social support means the less job stress of the teachers’.
Finally, the study shows that Montessori early childhood education teachers’ social support has a direct effect on teachers’ emotional labor. In other words, many social support has the effect that deep acting is increased and surface acting is reduced.

In conclusion, Montessori early childhood education teachers’ social support, emotional labor and job stress have direct effects on teachers’ organizational commitment.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구문제의 진술 1
• 2. 연구의 중요성 7
• 3. 용어의 정의 12
• 1) 몬테소리 유아교육기관 교사 12
• 2) 조직몰입 12
• 3) 직무스트레스 13
• 4) 정서노동 13
• 5) 사회적 지지 14
• 4. 연구의 제한점 15
• 5. 연구의 가정 16
• II. 이론적 배경 및 선행연구의 고찰 17
• 1. 몬테소리 유아교육기관 교사 17
• 1) 몬테소리 유아교육기관 교사의 개념 17
• 2) 몬테소리 유아교육기관에서의 교사 역할 18
• 3) 몬테소리 유아교육기관 교사 관련 선행연구 19
• 2. 조직몰입 21
• 1) 조직몰입의 개념 21
• 2) 조직몰입의 유형 23
• 3) 조직몰입 관련 선행연구 27
• 3. 직무스트레스 30
• 1) 직무스트레스의 개념 30
• 2) 직무스트레스의 요인 31
• 3) 직무스트레스 관련 선행연구 33
• 4. 정서노동 35
• 1) 정서노동의 개념 35
• 2) 정서노동의 유형 39
• 3) 정서노동 관련 선행연구 42
• 5. 사회적 지지 46
• 1) 사회적 지지의 개념 46
• 2) 사회적 지지의 유형 49
• 3) 사회적 지지 관련 선행연구 50
• 6. 사회적 지지, 정서노동, 직무스트레스와 조직몰입과의 관계 51
• 1) 직무스트레스와 조직몰입과의 관계 52
• 2) 정서노동과 조직몰입과의 관계 53
• 3) 사회적 지지와 조직몰입과의 관계 55
• 4) 정서노동과 직무스트레스와의 관계 56
• 5) 사회적 지지와 직무스트레스와의 관계 58
• 6) 사회적 지지와 정서노동과의 관계 61
• 7. 연구가설 63
• III. 연구방법 64
• 1. 연구대상 64
• 2. 측정도구 66
• 1) 조직몰입 66
• 2) 사회적 지지 68
• 3) 정서노동 69
• 4) 직무스트레스 70
• 3. 연구 절차 72
• 1) 예비조사 72
• 2) 본 조사 72
• 4. 자료 분석 74
• IV. 결 과 76
• 1. 측정변인간의 상호상관행렬 및 기술 통계치 76
• 2. 연구모델의 모델추정 가능성 확인 78
• 3. 측정모델의 부합도 및 모수치 추정 79
• 1) 연구모델의 모델추정 가능성 79
• 2) 측정모델의 부합도 검증결과 80
• 3) 측정모델의 모수치 추정 결과 81
• 4. 초기연구 구조회기모델의 부합도 및 모수치 추정 83
• 1) 초기연구 구조회기모델의 부합도 추정결과 83
• 2) 초기연구 구조회기모델의 모수치 추정결과 84
• 5. 탐색적 모델 개발에서의 수정모델의 부합도 검증 87
• 1) 수정모델의 통계적 유의성 검증과 간명화 진행 과정 87
• 6. 최종 연구모델의 부합도 및 모수치 추정결과 89
• 1) 최종 연구모델의 부합도 비교 89
• 2) 최종분석모델의 모수치 추정결과 90
• V. 논 의 95
• VI. 결론 및 제언 103
• 참 고 문 헌 107
• 부 록 137