영유아교사의 Big 5 성격 특성, 직무배태성, 전문성 지원환경이 조직시민행동에 미치는 영향

초록

Purpose: This study examined the relative explanatory power of Big Five personality traits, jobembeddedness, and professional learning environment in explaining early childhoodteachers’ organizational citizenship behavior. Methods: An online survey of 419 in-service early childhood teachers was conducted fromJune 4 to 18, 2025, through convenience sampling in Seoul, Gyeonggi, andChungcheong. Measures of organizational citizenship behavior, Big Five personalitytraits, job embeddedness, and professional learning environment were used. Datawere analyzed using frequency, reliability, descriptive, Pearson correlation, andhierarchical regression analyses with SPSS 25.0. Results: All variables were positively correlated with organizational citizenship behavior. R²increased from .11 to .58, .62, and .64 (ΔR²=.47, .04, .02; ΔF=88.69, 14.40, 13.21; allp<.001). Final positive predictors were agreeableness, conscientiousness, fit, links,teacher–director relationships, and autonomy and decision making, whereas sacrificewas negative. Conclusion: Early childhood teachers’ organizational citizenship behavior was better explainedwhen job fit, collegial links, teacher–director relationships, and teacher autonomy anddecision making were considered together with personality traits. Childcare centersshould support these job and organizational conditions so that teachers’ personalcharacteristics can be expressed positively.

키워드