Objective: The purpose of this study is to investigate the effect of the level of communication difficulty between child-care teachers and parents and teachers job satisfaction on teacher s emotional labor.
Methods: The data of 137 questionnaires collected in Y city, Gyeongggi-do were analyzed. The respondents of the questionnaires were teachers of 0-5 year old children. Statistical analyses were performed using frequency analysis, explorative factor analysis, independent t-test, One-way ANOVA, and multiple regression analysis at the p < .05 by SPSS 24.0 program.
Results: First, there was no statistically significant difference on child-care teachers’ communication difficulties with parents by sociological variables of child-care teachers. Second, there was no statistically significant difference on teachers’ job satisfaction by sociological variables of child-care teachers. However, there were significant differences on the sub-factors of job satisfaction by teaching careers, types of workplace, and marital status. Third, these two factors were found to be important predictors of child-care teachers emotional labor.
Conclusion/Implications: In order to reduce the emotional labor experienced by child-care teachers in early childhood care settings, it will be necessary to pursue a multi-faceted approach to improving the working environment.