학생문제행동이 교사의 심리적 소진에 미치는 영향:감정부조화의 매개효과

다국어 초록 (Multilingual Abstract)

Objectives Despite consistent evidence from previous studies indicating that students’ problem behavior exerts a positive influence on teachers’ psychological burnout, limited attention has been paid to the psychological mechanisms and emotional costs experienced by teachers who manage such behaviors in actual educational settings. Accordingly, the present study aims to examine the mediating role of emotional dissonance in the relationship between students’ problem behavior and teachers’ psychological burnout, and to empirically investigate the key pathways and mechanisms through which students’ problem behavior is translated into teachers’ psychological burnout via emotionaldissonance.
Methods Data were collected from 303 secondary school teachers in Seoul and Gyeonggi Province, and path analysis was employed to test the mediating role of emotional dissonance in the relationship between students’ problem behavior and teachers’ psychological burnout.
Results The primary findings of this study are as follows. First, students’ problem behavior did not exert a statistically significant direct effect on secondary school teachers’ psychological burnout; rather, the direct effect became significantly negative, indicating a full mediating role of emotional dissonance in the relationship. Second, students’ problem behavior was positively associated with emotional dissonance, which in turn had a positive effect on teachers’ psychological burnout. Notably, the reversal in the sign of the direct effect suggests the presence of a suppression effect, indicating an inconsistent mediation pattern. These findings suggest that emotional dissonance functions as a central psychological pathway through which students’ problem behavior is associated with teachers’ psychological burnout.
Conclusions. This study empirically demonstrated the process through which secondary school teachers’ perceptions of students’ problem behavior contribute to teachers’ psychological burnout via emotional dissonance. These findings suggest that practical efforts to alleviate teachers’ psychological burnout should extend beyond merely suppressing students’ problem behavior and instead focus on establishing organizational support systems that reduce teachers’ experiences of emotional dissonance by enhancing their instructional competencies in managing students’ problem behaviorand strengthening theirsense of efficacy.