The Effect of Ego-resilience and Directors, Co-workers and Family`s Social Support to Childcare Teachers` Burnout
Jung Hee Lee , Song Yon Cho
Abstract
The purpose of this study was to investigate the effect of childcare teachers` ego-resilience and directors, co-workers and family`s social support to childcare teachers` burnout. The participants in this study were 326 childcare teachers from Daejeon metropolitan city and Chungnam province. They responded to the ``Maslach Burnout Inventory``, ``Ego-resilience Scale``, and ``Social Support Scale``. The collected data were analyzed by t-test, one-way ANOVA, Pearson`s productive correlation, stepwise multiple regression, Duncan test for post hoc test, Cronbach`s α for reliability, and factor analysis for validity by SPSS PC program (18.0 version). The results were as follows; first, there were significant differences in childcare teachers` burnout scores in relation to the educational levels of childcare teachers, their working hours, children`s number per class, and the ages of the children they teach. Second, there were significant negative correlations (r=-.11~ -.62) among childcare teachers` ego-resilience, directors, teaching colleagues and family`s social supports, and their levels of burnout. Finally, childcare teachers` ego-resilience and teaching colleagues` levels of social support helped explain about 43% the childcare teachers` burnout total scores and about 17~39% of their sub-scores.
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