ABSTRACT 

The mediating effect of childcare commitment and enjoyment belief on the relationship between childcare teachers' psychological well-being and job satisfaction

Lee Jeong-eun

This study was conducted by targeting childcare teachers working at national and public daycare centers, workplace daycare centers, private daycare centers, and home daycare centers located in Seoul and Gyeonggi Province. Target selection was arranged regionally so that it was well distributed in each region. The survey period was conducted from June 3 to June 30, 2021, and the final 407 copies were used for analysis, excluding data that did not consistently respond to major variables among the 413 recovered copies. Through this survey, the structural relationship between childcare commitment and enjoyment belief as a positive variable that can increase job satisfaction in the relationship between childcare teachers' psychological well-being and job satisfaction was investigated, and it was attempted to reveal whether these variables have a mediating effect. As a result of examining the mediating effect, it was confirmed that childcare commitment had a fully mediating effect in the relationship between psychological stability and job satisfaction. However, no significant mediating effect was confirmed for the enjoyment belief. It was confirmed that the teacher's job satisfaction was more affected by the degree of dedication to childcare rather than the belief in enjoyment.

Key  words:  Childcare  teacher,  psychological  well-being,  job  satisfaction,  

commitment to childcare, belief in enjoyment