The Effect of Teacher Self-Efficacy for Teacher-Child Relationship on Teachers’ Burnout in Childcare Centers: The Mediating Effect of Surface Acting and Deep Acting Emotional Labor
AUTHOR : 최윤옥, 민하영
INFORMATION : page. 105~117 / 2025 Vol.32 No.2
ABSTRACT
The purpose of this study is to investigate the effect of teacher-child relationship efficacy of childcare teachers on the burnout of childcare teachers through surface acting and deep acting emotional labor. To this end, a survey was conducted on 335 childcare center teachers working at daycare centers in Daegu and Gyeongbuk areas on teacher- child relationship, surface acting and deep acting emotional labor, and burnout of childcare center teachers. The collected data were analyzed using a structural equation model using SPSS 21.0 and AMOS 22.0. The results are as follows. First, teacher-child relationship efficacy had a negative influence on the burnout of childcare center teachers. Second, teacher-child relationship efficacy had a negative influence on surface acting. Third, teacher-child relationship efficacy had a positive influence on deep acting. Fourth, childcare teachers' surface acting had a positive influence on burnout. Fifth, childcare teachers' deep acting had a negative influence on burnout. Sixth, the efficacy of the teacher-child relationship of childcare teachers directly and indirectly affected burnout through surface acting and deep acting emotional labor. These results suggest that when devising measures to prevent the burnout of childcare center teachers, it is necessary to give priority to enhancing the efficacy of the teacher-child relationship of childcare center teachers.