영유아교사의 정서노동이 소진에 미치는 영향 : 인지적 정서조절전략의 매개효과를 중심으로 = The Relationship Between Emotional Labor and Burnout of Preschool Teachers : The Mediating Role of Cognitive Emotion Regulation Strategies

다국어 초록 (Multilingual Abstract)

This study examines the general tendencies of emotional labor, cognitive emotion regulation strategies, and burnout among preschool teachers The mediating effects of cognitive emotion regulation strategies in the relationship between emotional labor and burnout were observed. A total of 536 preschool teachers at participated in the study. Data were collected using self-reported online questionnaires to assess emotional labor in surface and deep acting, cognitive emotion regulation n adaptive and maladaptive strategies, and burnout levels. Descriptive statistics and correlation analyses were conducted using SPSS 29.0, and the parallel multiple mediation model was tested using PROCESS macro Model 4. The findings showed that preschool teachers engaged more frequently in deep acting than surface acting in emotional labor and predominantly employed adaptive emotion regulation strategies over maladaptive ones. Their burnout levels were found to be moderate to high. The parallel multiple mediation analyses showed that both surface and deep acting had direct and indirect effects on burnout through cognitive emotion regulation strategies. Notably, in both models, the indirect effect of adaptive emotion regulation strategies was stronger than that of maladaptive strategies. These findings emphasize the importance of fostering adaptive emotion regulation strategies and minimizing reliance on surface acting to effectively reduce burnout among preschool teachers.