The Effects of Social Support on Inclusive Education Preschool Teacher’s Job Burnout: Sequential Mediation Effects of Teachers’ Efficacy and Attitudes toward Inclusive Education = 통합교육 유아교사의 사회적 지지와 직무 소진의 관계에서 통합교육에 대한 교사효능감 및 태도의 직렬 매개 효과

다국어 초록 (Multilingual Abstract)

This study was conducted to examine the impact of social support on job burnout of preschool inclusive education teachers and the sequential mediating effect of teacher efficacy and attitude toward inclusive education between social support and job burnout. To this end, data were collected from 203 preschool inclusive education teachers in China, and the sequential mediated analysis was conducted using AMOS and SPSS Macro process 3.5. The results were as follows: (1) Preschool inclusive teachers’ social support can negatively predict their job burnout. (2) It has been confirmed that teacher efficacy in inclusive education has a significant mediating effect between social support and job burnout. (3) Attitudes toward inclusive education were also verified to have a significant mediating effect between social support and job burnout. (4) In the relationship between social support and job burnout, it was confirmed that teacher efficacy for inclusive education and attitude toward inclusive education had a sequential mediating effect. This means that not only social support for the job burnout of preschool inclusive education teachers but also teacher efficacy and attitude toward inclusive education are important factors. Based on these results, implications for research on social support and job burnout of preschool inclusive education teachers were discussed.