교사-영유아 상호작용, 회복탄력성 및 심리적 소진의 관계: 메타구조방정식 모형의 적용

초록

This study examined the associations among teacher-child interaction, teachers’ resilience, and psychological burnout through a meta-analytic structural equation modeling approach. A systematic review of research published in Korea between 2010 and May 2025 identified 52 studies (30 unpublished theses and 22 journal articles). Meta-analytic findings indicated that teacher-child interaction was positively related to resilience (ES=.416∼.488) and negatively related to psychological burnout (ES=–.486∼–.346). Resilience also showed a negative association with psychological burnout (ES=–.475∼–.375). At the latent variable level, teacher-child interaction and resilience were positively related (ES=.675), whereas resilience and psychological burnout (ES=–.728) and teacher-child interaction and psychological burnout (ES=–.594) were negatively related. Structural equation modeling confirmed that teacher-child interaction exerted a positive effect on resilience and an adverse effect on psychological burnout, with resilience serving as a significant mediator. These results underscore the importance of fostering positive teacher-child interactions and implementing resilience-building strategies to mitigate psychological burnout among early childhood educators. The study provides evidence-based implications for designing interventions that promote teacher well-being and sustainability in early childhood education.

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