Analysis of the Structural Relationship among Early Parental Anxious/Ambivalent Attachment and Social Interest on Work Engagement in Child Care Center Teachers

ABSTRACT

This study aimed to explore the structural relationship between preschool teachers’ insecure-anxious/ ambivalent attachment, social interest and work engagement, and investigate the mediating effect of social interest. The participants were 207 preschool teachers in K province who agreed to be involved in this study. Early Parental Attachment Scale (EPAS), Social Interest Scale, and Utrecht Work Engagement Scale (UWES-9) were used for the survey. A hypothesized model and an alternative model were tested using structural equation modeling. The results showed that preschool teachers’ insecure-anxious/ambivalent attachment was negatively associated with their social interest and work engagement. Preschool teacher’s social interest was positively related to their work management. Preschool teachers’ insecure-anxious/ ambivalent attachment had a significant indirect effect on work engagement via social interest. Implications to enhance preschool teacher’s work engagement were discussed, highlighting the necessity for a teacher to perceive the importance of social interest.