AUTHOR : 문명화, 문은식
INFORMATION : page. 91~115 / 2020 Vol.27 No.4
The purpose of this study was to investigate the structural relationship of the internal and external variables(teacher efficacy, ego-resilience, and perceived social support) to kindergarten teachers’ job satisfaction and to analyze the relative influence of the related variables on their job satisfaction. The subjects of the study were 307 kindergarten teachers working in public and private kindergartens in Gangwon-do, Gyeonggi-do and Chungcheongbuk-do province. In order to analyze the collected data, structural equation modeling analysis, and mediation effect analysis using LISREL 8.54 and Mplus 6.0 were conducted. The results of the study were as follows: First, social support, teacher efficacy and ego-resilience had direct and indirect effects on kindergarten teachers’ job satisfaction through six paths. The explanatory power of the related variables on the job satisfaction was 66%. In addition, the teacher efficacy and ego-resilience of kindergarten teachers had a full mediating effect and a dual mediating effect in the relationship between the social support of family and colleagues and job satisfaction. Second, for the relative influential power of the predictors, teacher efficacy had a highest direct influence (β = .81). Ego-resilience has an indirectly significant effect (β = .38) through teacher efficacy, and each social support of colleagues and family has an indirect effect through teacher efficacy and ego-resilience (β = .30, β = .21). Findings of this study could be used as a theoretical and empirical framework for the intervention strategies to diagnose and facilitate job satisfaction in kindergarten teachers.