초등교사의 교직관련 대인외상과 외상후 스트레스 간 관계에서 고통감내력과 분노반추의 이중매개효과

Abstract

The purpose of this study was to examine the mediating effects of distress tolerance and anger rumination in the relationship between interpersonal trauma related to the teaching profession and posttraumatic stress among elementary school teachers. To test the research model, SPSS Statistics 23.0 and SPSS PROCESS Macro (Model 6) were utilized for data analysis. The results revealed, first, that higher levels of interpersonal trauma experienced by teachers were associated with lower levels of distress tolerance. Additionally, higher levels of interpersonal trauma or lower levels of distress tolerance were related to increased anger rumination, and higher levels of interpersonal trauma or anger rumination were associated with higher posttraumatic stress levels. Second, the bootstrapping analysis indicated that the mediating effect of anger rumination was statistically significant, and the sequential mediating effect of distress tolerance and anger rumination was also found to be significant. These findings suggest two key points.: First, interpersonal trauma experienced by elementary school teachers directly leads to increased anger rumination, which subsequently contributes to posttraumatic stress symptoms. Second, interpersonal trauma reduces distress tolerance, which then heightens anger rumination and ultimately results in elevated posttraumatic stress. The significance of this study lies in its clarification of the specific cognitive-emotional mechanisms that mediate the relationship between interpersonal trauma and posttraumatic stress among elementary school teachers. Practical implications and recommendations are discussed.