Objective: The purpose of this study was to examine the relationship among burnout of preschool teachers, psychological well-being, and teacher-child interaction. Methods: The participants comprised 338 preschool teachers in Seoul, Incheon, and Gyeonggi Province. They were asked to complete questionnaires that consisted of the burnout of preschool teachers, psychological well-being, and teacher-child interaction. The data were measured by frequency analysis, calculation of Cronbach's α, descriptive statistic analysis, Pearson's correlation coefficients, and multiple regression analysis. Data were analyzed using SPSS 23.0 program. Results: First, burnout of preschool teachers had a negative effect on teacher-child interaction. Second, psychological well-being had a positive effect on teacher-child interaction. Third, burnout of preschool teachers had a negative effect on psychological well-being. Fourth, Psychological well-being (positive relations with others/personal growth/purpose in life) played a partial mediating role in the relationship between burnout of preschool teachers (emotional exhaustion) and teacher-child interaction. Psychological well-being (self-acceptance/environmental mastery) played a mediating role in the relationship between burnout of preschool teachers (emotional exhaustion) and teacher-child interaction. Moveover, psychological well-being (personal growth) played a partial mediating role in the relationship between burnout of preschool teachers (reduced personal accomplishment) and teacher-child interaction. Conclusion: The psychological state of preschool teachers has a significant influence on the quality of the teacher-child interaction.
Objectives: To examine the mediating effects of early childhood teachers' relational satisfaction with the principal and colleagues on the relationship between the innovative organizational culture of early childhood education institutes and teachers' competence for building an early childhood educational community. Methods: The participants were 590 teachers, and they answered questions from three rating scales. Descriptive analysis, correlations analysis, and regression analysis were conducted on the collected data. Additionally, mediation analysis was conducted using bootstrapping techniques for testing multiple mediators by Hayes's Process macro for SPSS. Results: First, there were significant correlations between the innovative organizational culture of early childhood education institutes and the teacher's relationship satisfaction with principal and colleagues and competence for building an early childhood educational community. Second, the teacher's relationship satisfaction with colleagues had a partial mediating effect on the relationship between the innovative organizational culture of the institutes and the teacher's competence for building an early childhood educational community. Conclusions: The results of this study provide suggestions for supporting a formation of an innovative organizational culture and enhancing teachers' relationship satisfaction with colleagues for building an early childhood educational community.
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