영유아 교사의 교사효능감이 완벽주의적 자기제시를 매개로 대인관계 스트레스와 직업적 웰빙에 미치는 영향

초록

This study examines the effects of early childhood teachers' efficacy on interpersonal stress and professional well-being, focusing on the mediating role of perfectionistic self-presentation. Data were collected from 310 childcare and kindergarten teachers in the Seoul metropolitan area via online surveys. The analysis showed high levels of teacher efficacy and professional well-being, while interpersonal stress remained low. Perfectionistic self-presentation was slightly above the median. Teacher efficacy positively correlated with professional well-being and certain sub-factors of perfectionistic self-presentation, whereas interpersonal stress showed a negative correlation with professional well-being. Perfectionistic self-presentation partially mediated the relationship between efficacy and interpersonal stress but showed no mediating effect on professional well-being. The findings reaffirm that teacher efficacy enhances professional well-being, while the pressure to appear perfect increases interpersonal stress. This suggests that support policies for teachers should integrate both job competency training and psychological interventions to foster flexibility regarding social evaluation.

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