Effects of COVID-19 Social Anxiety Perceived by Kindergarten Teachers on Job Stress and Job Burnout: Mediating Effects of Post-COVID-19 Work Performance Factors

Objectives The purpose of this study is to find out the mediating effects of post-COVID-19 work performance factors in the process where the social anxiety of COVID-19 perceived by kindergarten teachers affects job stress and job burnout. Methods For this, 235 kindergarten teachers were analyzed with SPSS 23.0 and AMOS 22.0. Pearson's correlation analysis was conducted for the correlation of the research variables. The suitability of the structural model was found to be good, the influence was examined by the structural equation, and the mediating effect was examined in the 95% confidence interval with bootstrap. Results These are the main findings. First, in the relationship among research variables, job burnout showed a statistically positive correlation with COVID-19 social anxiety and post-COVID-19 work performance factors, the lack of administrative support for job stress, work overload, relationship with colleagues, and relationship with parents. Sub-variables of job stress (the lack of administrative support, work overload, relationship with colleagues, and relationship with parents) had a positive correlation with COVID-19 social anxiety and post-COVID-19 work performance factors. Second, the suitability of the structural model was found to be good. In the process of COVID-19 social anxiety affecting job stress and job burnout, it was found that post-COVID-19 work performance factors partially mediated. Conclusions Based on the results of this study, I suggest a way to build an environment that supports kindergartens' expertise in the COVID-19 pandemic situation. This can be used as basic data to solve the difficulties of kindergarten teachers' work performance, and is expected to relieve job stress and job burnout.