Counseling Psychology Education Welfare, Vol.7, No.2 [June 2020], pp.43-57http://dx.doi.org/10.20496/cpew.2020.7.2.43°¨Á¤³ëµ¿ÀÚÀÇ ¼¿ÇÁ¸®´õ½ÊÀÌ ¸¶À½Ã¬±è¿¡ ¹ÌÄ¡´Â ¿µÇâ
A study on the Effect of Emotional Laborer's Self-Leadership on Mindfulness
Áö ¸í ¿ø(Myong-Won Chi)*¡¤ (Ju-Yeon Lee) ÀÌ ÁÖ ¿¬ **
ÁߺδëÇб³ (Joongbu University) ¡¤ ¼¼°è»çÀ̹ö´ëÇÐ (World Cyber College)
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ÀÇ ÀÚ·á´Â PASW 23.0 ÇÁ·Î±×·¥À» ÀÌ¿ëÇÏ¿© ÀϹÝÀû Ư¼º, ÃøÁ¤µµ±¸ÀÇ ½Å·Úµµ, Ÿ´çµµ, »ó°ü°ü°èºÐ¼®
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<Abstract>
The purpose of this study attempted to strengthen self-leadership to positively improve
mindfulness by examining the effects of emotional worker¡¯s self-leadership on mindfulness. For
the study, a survey was conducted for child-care teachers working in daycare centers in Seoul
and Gyeonggi. The PASW 23.0 program was used to collect 264 copies of the collected data,
and general characteristics, reliability of measurement tools, validity, correlation analysis, and
regression analysis were performed. The results of this study are as follows. The three
sub-factors of self-leadership, the behavior-focused strategy, the natural reward strategy, and the
constructive thought pattern strategy, each have a significant positive effect on mindfulness.
Since the influence of self-leadership has been verified as a factor influencing the mindfulness
of the child-care teachers who are emotional laborers, it is necessary to strengthen
self-leadership to increase the mindfulness of emotional laborers.
Keywords: emotional laborer, child-care teacher, self-leadership, mindfulness
*Á¦1ÀúÀÚ ÁߺδëÇб³ Ç×°ø°ü±¤ÇкΠÁ¶±³¼ö, (Assistant Professor, Faculty of Air Tourism, Joongbu
University, Chungnam 32713, Korea)
**±³½ÅÀúÀÚ, juyouns@hanmail.net, ¼¼°è»çÀ̹ö´ëÇÐ »ó´ã½É¸®Çаú Á¶±³¼ö(Assistant Professor, Department of Counseling Psychology, World Cyber College, Gyeonggi 12771, Korea)