본 연구는 공·사립유치원 및 어린이집에 재직 중인 영유아교사들을 대상(N=200) 으로 자기지도성과 의사소통능력이 소진에 미치는 영향을 알아보는데 목적이 있다. 자료분석은 SPSS 22.0 프로그램을 이용하였으며 영유아교사의 자기지도성, 의사소통능력, 소진의 기초분석을 위해 기술통계를, 각 변인 간 상관관계와 영향력을 알아보기 위하여 Pearson의 적률상관분석과 중다회귀분석을 실시하였다. 연구결과 첫째, 영유아교사의 자기지도성과 의사소통능력은 평균수준 이상으로 나타났으며 소진에서는 신체·정서적 고갈이 평균수준 이상으로 나타났다. 둘째, 영유아교사의 자기지도성과 의사소통능력은 정적 상관관계가 있었으며, 자기지도성과 의사소통능력, 소진은 부적 상관이 있었다. 셋째, 영유아교사의 자기지도성과 의사소통능력은 소진에 유의한 영향을 미치는 것으로 나타났다. 본 연구결과를 토대로 소진을 감소시키고 자기지도성 및 의사소통능력을 향상시키는 방안을 논의하였다.The purpose of the study was to find out effects of early childhood teacher’s self-leadership and communication ability in public and private kindergarten and day care center on burn-out for teachers.
The subjects in this study were 200 early childhood teachers. Collected data were statistically processed using the SPSS 22.0 program, and following analytic techniques were used: frequency analysis, average, standard deviation and reliability coefficient (Cronbach’s α). To study correlation and effect of early childhood teacher’s self-leadership and communication ability on burn-out for teachers, Pearson’s correlation analysis and multiple regression analysis were carried out. The finding of this study were as follows: First, early childhood teacher’s self-leadership and communication ability was above average. And for teacher’s burn-out, physical and emotional exhaustion were above average as well. Second, early childhood teacher’s self-leadership and communication ability have positive correlation each other and their self-leadership and communication ability have negative correlation with their burn-out. Third, early childhood teacher’s self-leadership and communication ability significantly affect to their burnout. In other words, if early childhood teacher’s self-leadership and communication ability are high, burnout is decreased. Based on this finding, the study suggest that the need of improving early childhood teacher’s self-leadership and communication ability as the way of their burnout reduction.