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KMID : 1094520220250030243
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Korean Journal of Play Therapy
2022 Volume.25 No. 3 p.243 ~ p.263
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The Effect of Childcare Teacher’s Job Stress and Childcare Beliefs on Teacher-Infant Interaction
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Yoo Eun-Mi
Bang Eun-Ryoung
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Abstract
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The purpose of this study was to identify the effects of job stress and childcare beliefs on teacher-infant interaction. A convenience sample(n=410) of childcare teachers in Seoul, Gyeonggi-do, and Chungcheong-do were conveniently sampled and questionnaires were completed. The collected data were verified using to a two-step approach that sequentially verified the measurement model (confirmatory factor analysis) and structure model using the AMOS 20.0 program. In addition, bootstrapping was used to verify the significance of the mediating (indirect) effect. The results of this study are as follows. First, the direct and indirect pathways among teacher-infant interaction, job stress and childcare beliefs were identified. Second, it was found that job stress had a negative(-) effect on childcare beliefs, but did not directly affect the teacher-infant interaction. Third, childcare beliefs had a direct effect on teacher-infant interaction. Lastly, job stress had an indirect effect on teacher-infant interaction through childcare beliefs. These results suggest a need to seek ways to increase or maintain childcare beliefs in job stress countermeasures to strengthen desirable teacher-infant interaction. Furthermore, this finding suggests that various mediating or moderating effects exist between theachers’ occupational stress and the teacher-child interaction in addition to the direct effect on the teacher-infant interaction in the pathway among the three variables. Also, the findings of this study highlighted the role of childcare beliefs. Moreover, this study is meaningful in that it presents the direction of future research by re-examining the childcare beliefs.
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KEYWORD
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Teacher-infant interaction, Job stress, Childcare beliefs, Childcare center
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