보육교사의 지각된 정서적 지지가 기본심리욕구를 매개로 소진에 미치는 영향

Objectives: The purpose of this study was to investigate the relationship between childcare centerteac teachers' level of perceived emotional support and burnout, and to determine if this relationshipis mediated by basic psychological needs. Methods: The participants were 228 teachers working at childcare centers in the Daegu andGyeongbuk Province. Self-reported questionnaires were used to measure teacher burnout, perceivedemotional support, and basic psychological needs. Results: The data were analyzed using Structural Equation Modeling (SEM). The level of burnout amongwas found to be negatively influenced by perceived emotional support and basic psychological needs. Perceived emotional support had a positive influence on basic psychological needs; the higher theperception of emotional support, the greater the positive influence on basic psychological needs. Whileperceived emotional support had a negative influence on burnout, this influence was indirect and wasmediated through the basic psychological needs of the childcare teachers. Conclusion: The findings suggest that it is more useful to strengthen basic psychological needs, thanto increase perceived emotional support, for preventing and reducing burnout among childcareteachers. KCI Citation Count: 2