The Effect of Role Conflict on Childcare Teachers' Psychological Well-Being During ECEC Integration: The Moderating Role of Resilience

Abstract

Background: The ongoing integration of early childhood education and care (ECEC) in the Republic of Korea has changed expectations regarding childcare teachers' professional roles and responsibilities, potentially increasing role conflict and psychological demands. Drawing on the Job Demands–Resources (JD-R) model, this study examined whether resilience moderates the association between role conflict and psychological well-being among childcare teachers.

Materials and Methods: Participants were 190 childcare teachers employed in childcare centers located in G Metropolitan City and S City, Republic of Korea. Data were collected using validated questionnaires assessing role conflict, resilience, and psychological well-being. Descriptive statistics, Pearson's correlation analysis, and hierarchical regression analysis were conducted using SPSS 29.0. The moderating effect of resilience was further examined using PROCESS Macro (Model 1), simple slope analysis, and the Johnson–Neyman technique.

Results: Role conflict was significantly negatively associated with psychological well-being, whereas resilience showed a significant positive association with psychological well-being. Hierarchical regression analysis indicated a significant interaction between role conflict and resilience. Simple slope analysis further demonstrated that the negative association between role conflict and psychological well-being became progressively weaker as resilience increased, indicating a buffering effect of resilience.

Conclusion: These findings suggest that resilience functions as a key personal resource that buffers the adverse effects of role conflict on psychological well-being during the ECEC integration process. Alongside institutional efforts to clarify teachers' roles and responsibilities, organizational support and resilience-building strategies should be strengthened to promote childcare teachers' psychological adaptation and well-being.