Effect of Burnout of Preschool Teachers on Teacher-Child Interaction: The Mediating role of Psychological Well-being

Objective The purpose of this study was to examine the relationship among burnout of preschool teachers, psychological well-being, and teacher -child interaction. Methods The participants comprised 338 preschool teachers in Seoul, Incheon, and Gyeonggi Province. They were asked to complete questionnaires that consisted of the burnout of preschool teachers, psychological well-being, and teacher-child interaction. The data were measured by frequency analysis, calculation of Cronbach's α, descriptive statistic analysis, Pearson's correlation coefficients, and multiple regression analysis. Data were analyzed using SPSS 23.0 program. Results First, burnout of preschool teachers had a negative effect on teacher- child interaction. Second, psychological well-being had a positive effect on teacher-child interaction. Third, burnout of preschool teachers had a negative effect on psychological well-being. Fourth, Psychological well-being (positive relations with others/personal growth/purpose in life) played a partial mediating role in the relationship between burnout of preschool teachers (emotional exhaustion) and teacher-child interaction. Psychological well-being (self-acceptance/environmental mastery) played a mediating role in the relationship between burnout of preschool teachers (emotional exhaustion) and teacher-child interaction. Moveover, psychological well-being (personal growth) played a partial mediating role in the relationship between burnout of preschool teachers (reduced personal accomplishment) and teacher-child interaction. Conclusion The psychological state of preschool teachers has a significant influence on the quality of the teacher-child interaction.