The purpose of this study is to analyze the mediating effects of job satisfaction, turnover intention, teacher efficacy, and emotional labor in the relationship between communication with parents and the quality of childcare services. The mediating effects were analyzed by analyzing the simple mediating effect and the parallel multiple mediating effect in which the mediating variables were simultaneously input. For this study, a survey was conducted on 810 childcare teachers in Gwangju, Jeollanam-do, and Jeollabuk-do. The collected data were analyzed using SPSS 25.0 and Process Macro program, and the results are as follows.
First, communication with parents, job satisfaction, turnover intention, teacher efficacy, and emotional labor had a significant positive (+) effect on the quality of childcare services.
Second, job satisfaction, teacher efficacy, and emotional labor had a simple mediating effect in the relationship between communication with parents and the quality of childcare services. It was confirmed that communication with parents affects the quality of childcare services through job satisfaction, and communication with parents affects the quality of childcare services through teacher efficacy, and communication with parents affects the quality of childcare services through emotional labor.
Third, job satisfaction, turnover intention, teacher efficacy, and emotional labor had a parallel mediating effect in the relationship between communication with parents and the quality of childcare services. It was found that communication with parents had an effect on the quality of childcare services, but communication with parents was comprehensively affected by job satisfaction, turnover intention, teacher efficacy, and emotional labor. In this situation, job satisfaction and emotional labor had a simple mediating effect, and the mediating effect of job satisfaction was higher than that of emotional labor.
The suggestions based on the results of this study are as follows.
First, in order to increase the ability of childcare teachers to communicate with parents, a foundation for making increased contact with parents and trust relationships should be formed.
Second, in order to increase the job satisfaction of childcare teachers, an empowerment program for the job competency of childcare teachers should be continuously developed and implemented.
Third, in order to manage the turnover intention of childcare teachers, democratic operation of childcare centers and a two-way communication system should be established.
Fourth, in order to increase teacher efficacy of childcare teachers, practical efforts should be made to establish the identity and role of childcare teachers.
Fifth, in order to manage the emotional labor of childcare teachers, research to develop and support psychological and emotional support programs for childcare teachers should be expanded.
Sixth, the certification system and the government's competency to enhance the quality of childcare services, and the working environment for childcare teachers should be improved.
In the conclusion, the significance and limitations of this study, and the direction of subsequent studies were presented.