교사행복감과 교사-유아 상호작용의 관계: 교수몰입과 교수창의성의 순차적 이중매개효과

• 영문명: Relationship between Teachers’ Happiness and Teacher-child Interaction: Sequential Double Mediating Effects of Teaching Flow and Teaching Creativity
• 발행기관: 한국생애학회
• 저자명: 이선하 오주은
• 간행물 정보: 『생애학회지』제15권 제2호, 17~33쪽, 전체 17쪽
• 주제분류: 자연과학 > 생활/식품과학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

This study explored the relationship between early childhood teachers’ subjective happiness and the quality of their interactions with children, focusing on the sequential double mediating roles of teaching flow and teaching creativity. A total of 507 teachers working with children aged 3 to 5 years participated. The results showed that teachers who reported higher levels of happiness tended to experience greater flow during teaching, which in turn enhanced their creativity. These two psychological constructs—flow and creativity—significantly mediated the association between happiness and teacher-child interactions. Specifically, happier teachers were more likely to be deeply engaged in teaching (i.e., experience flow), and this immersive focus fostered creative approaches. Such creativity, in turn, contributed to richer, more positive, and dynamic interactions with young children. The study highlights the importance of teachers’ emotional well-being not only as a personal asset but also as a foundation for high-quality teaching. It emphasizes the need for educational policies and institutional supports that enhance teacher happiness, promote focused engagement, and encourage creative teaching. Ultimately, strengthening these internal capacities may help teachers build better relationships with children, support holistic child development, and create more engaging early learning environments.

목차

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 결론

키워드

teachers’ happiness teaching flow teaching creativity teacher-child interactions