예비유아교사의 인성, 자아탄력성 및 학과만족도가 행복플로리시에 미치는 영향 (The Influence of Preservice Early Childhood Teachers’ Personality, Ego Resilience, and Satisfaction with The Department on Their Happiness Flourishing)

목적 본 연구에서는 예비유아교사의 행복플로리시왿� 인성, 자아탄력성, 학과만족도 간의 관계를 살펴보고 예비유아교사의 인성, 자아탄력성, 학과만족도가 행복플로리시에 미치는 상대적 영향력을 분석하였다.
방법 이를 위하여 C도왿� J도에 소재한 3, 4년제 대학의 유아교육과에 재학 중인 학생 285명을 대상으로 인성, 자아탄력성, 학과만족도, 행복플로리시 검사도구를 통해 연구자료를 수집하였다. 수집된 자료는 Pearson 상관분석과 단계적 중다회귀분석을 통해 검증하였다.
결과 예비유아교사의 인성과 자아탄력성, 학과만족도, 행복플로리시 간에는 유의미한 정적상관이 있는 것으로 나타났다. 예비유아교사의 학과만족도는 행복플로리시에 가장 강력하게 영향을 미치는 예측변인으로 나타났으며, 다음으로 자아탄력성, 그 다음으로인성이 예비유아교사의 행복플로리시에 영향을 미치는 추가적 예측변인으로 밝혀졌다. 하위요인을 분석한 결과, 예비유아교사의자아탄력성의 하위요인인 낙관적 태도가 행복플로리시를 가장 강력하게 설명하는 예측변인으로 나타났으며, 다음으로 학과만족도의 하위요인인 교과만족이 행복플로리시를 설명하는 예측변인으로 밝혀졌다. 이어서 인성의 하위요인인 창의⋅인성이 행복플로리시를 설명하는 예측변인으로 나타났으며, 자아탄력성의 하위요인인 대인관계 효율성이 추가적인 예측변인으로 밝혀졌다.
결론 본 연구를 통해 예비유아교사의 인성, 자아탄력성, 학과만족도가 높을수록 행복플로리시도 보다 긍정적이라는 것을 알 수 있다. 이는 예비유아교사의 삶의 만족도왿� 지속적인 행복감을 측정하는 행복플로리시를 향상시키기 위해 주요 예측변인인 인성, 자아탄력성, 학과만족도가 향상되도록 지원해 주어야 함을 시사한다.

Objectives The purpose of this study was to examine the relationships between preservice early childhood teachers’ personality, ego resilience and satisfaction with the department, and ultimately to identify the relative influence of each variable on their happiness flourishing.
Methods The subjects of this study were 285 students who were majoring in early childhood education at 3-year or 4-year universities located in C and J-Provinces of South Korea. Data was collected using test tools of personality, eog-resilience, satisfaction with the department, and happy flourishing. The collected data were verified through pearson correlation analysis and stepwise multiple regression analysis.
Results As a result of the study, the personality, ego resilience, satisfaction with the department, and happiness flourishing of the participants were significant positive correlations. The satisfaction with the department of preservice teachers was found to be the most powerful predictor of happiness flourishing and their ego-resilience was second, then their personality was an additional predicting variable that had a significant effect on happiness flourishing. As a result of examining the sub-factors, the optimistic attitude as a sub-factor of the ego resilience was found to be the most powerful predictor of happiness flourishing, then, the subject satisfaction as a sub-factor of the satisfaction with the department was an additional predicting variable that had a significant effect on happiness flourishing. Next, the creativity and personality as sub-factors of the personality were found to be the predicting variables of happiness flourishing. Then, the interpersonal efficiency as a sub-factor of ego resilience was an additional predicting variable.
Conclusions The results of this study suggest that if the personality, ego resilience, and department satisfaction level of the preservice teachers are high, happiness flourishing is also positive. Therefore, it implies to support the development of personality, ego resilience, and satisfaction with the department as the major predicting variables in order to enhance the happiness flourishing that measures early childhood preservice teachers’ life satisfaction and a sense of continuous happiness.