직무 스트레스가 심리적 소진에 미치는 국가 간 동질적 영향: 한·중 유아 교사를 대상으로 한 실증 연구 = The Homogeneous Cross-national Impact of Job Stress on Psychological Burnout: An Empirical Study of Early Childhood Teachers in South Korea and China

다국어 초록 (Multilingual Abstract)

This study aims to analyze the impact of job stress on psychological burnout among early childhood teachers in South Korea and China and to empirically examine whether this impact is homogenous across the two countries.
A survey was administered to full-time early childhood teachers in South Korea and China. Out of a total of 492 collected responses, 448 were retained for the final analysis after excluding 44 responses deemed invalid. The final dataset comprised 223 responses from Korean teachers (49.8%) and 225 from Chinese teachers (50.2%), ensuring a balanced representation across the two national groups. To test the research hypotheses, regression analysis and Grouped Regression analysis was conducted using SPSS 26.0, and the moderation effect was examined using PROCESS v4.1.
The findings indicate that job stress has a significant positive (+) effect on psychological burnout among early childhood teachers. In other words, higher levels of job stress are associated with higher levels of psychological burnout. Additionally, the impact of job stress on psychological burnout did not show significant differences between South Korean and Chinese early childhood teachers.
This study empirically confirms that the impact of job stress on psychological burnout among early childhood teachers appears to be homogeneous across national boundaries. This suggests that the characteristics of the teaching profession itself play a more critical role in determining psychological burnout than cultural or institutional differences between countries. Therefore, strategies for managing job stress and preventing burnout among early childhood teachers should take a comprehensive approach that reflects the nature of the profession rather than focusing on national differences. This study provides practical implications for improving the working environment and promoting the mental well-being of early childhood teachers. Future research should explore more specific intervention strategies.