초등학교 통합학급 교사의 직무스트레스와 소진에 관한 연구

서지정보

· 발행기관 : 한국청각·언어장애교육학회
· 수록지 정보 : 한국청각·언어장애교육연구 / 7권 / 1호
· 저자명 : 이상현, 박찬희

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구 결과
Ⅳ. 논 의
Ⅴ. 결 론
참고문헌

초록

이 연구는 초등학교 통합학급 교사의 직무스트레스와 소진에 대하여 알아보기 위한 것으로, 초등학
교 교사 140명을 대상으로 설문지를 사용하여 조사하였다. 연구결과는 다음과 같다. 첫째, 통합학급
교사의 전반적인 스트레스 경향은 사회적 지원과 수업지도 및 잡무에서 유의미한 차이를 보였다. 둘
째, 통합학급 교사가 지각한 소진경험의 전반적인 경향을 살펴보면, 교사의 개인적 성취감 상실이
가장 높은 소진경험으로 연결되는 것으로 나타났다. 셋째, 통합학급 교사의 직무스트레스와 소진과
의 관계는 높은 상관성을 나타내었다. 따라서 이 연구는 다양한 교육 환경에 직면해 있는 통합학급
교사들의 직무스트레스와 관련된 교육현장 여건개선의 기초자룔 제공하는데 그 의의가 있다

영어초록

This study examined the job stress of teachers in integrated education and the characteristics of the
burnout according to the variables, including, gender, career of teaching, the level of students' handicap,
the number of students with handicap, and spouses' occupations. With this, the study aimed to find the
basis for successful integrated education. The subjects were 140 teachers of integrated classes in elementary
schools. The method of this study was a survey, using questionaries made by Kang, Hak-Gu. His
questionary is modified Wilson(1981)'s ‘Stress Profile for Teacher (STP)’ and Maslach & Jackson(1981)'s
‘MBI (Maslach Burnout Inventory)’ to fit in for Korean situation. The results were tested with t-test,
F-test, and Pearson's simple correlation in SPSS/WIN(version 10.0). The followings are the findings. First,
teachers have high stresses in teaching and administrative works and then in the relationship with students
and working conditions. Let's look at how each individual variable affects on the job stress. In gender,
female teachers have a little higher mark than males teachers on the job stress, but statistically, there is
no significance. So gender does not affect on stress level among teachers. The more career of teaching the
less job stress. The stress level is ranked high in teachers with less than 10 years of career of teaching.
Then, respectively, teachers with more than 10 years and less than 20 years of career of teaching and
teachers with more than 20 years of teaching, have less stress level. The level of students' handicap are
also found to be related to the job stress. Compared to students with mild handicap, when students have
severe handicap, teachers experience the high stress level. The more severe level of handicap the higher job
stress in teachers. The number of students with handicap dealt with teachers are also caused the high level
of stress. Teachers with one student with handicap experience lower level of stress than teacher with more
than one student with handicap do. The spouses' occupation also affects on the job stress of teachers of
integrated classes. Teachers with spouses whose occupations are office workers have slightly higher level of stress than ones with spouses who are teachers but relatively higher level than ones with spouses whose
occupations are self-employers and others. Next is about teachers burnout. Teacher experience burnout
when they feel emotional exhaustion. Based on the variables, teachers have different level of burnout.
Female teachers feel slighter burnout than male teachers but there is no statistically significance. The more
career of teaching the less experiencing burnout. Feeling of burnout is ranked high in teachers with less
than 10 years of career of teaching. Then, respectively, teachers with more than 10 years and less than 20
years of career of teaching and teachers with more than 20 years of teaching experience less burnout.
Teacher feel more burnout with students with severe handicap than those with slight handicap. The more
number of students with handicap the more feeling burnout. Teachers with one student with disability
experience less burnout than ones with more than one student with disability. Teachers are vulnerable to
feeling burnout when they have more than one students and students with severe handicap. Spouses'
occupations also affects on teachers feeling burnout. Teachers with spouses whose occupations are office
workers and teachers have higher level of burn out than those with spouses whose occupations are
self-employers and others. Third, there is a high correlation between the job stress and the burnout of
integrated class teachers. The minor effects of burnout and job stress has relatively higher correlation; for
example, emotional exhaustion and job stress(r=0.79), and feeling loss of personal accomplishment and job
stress(r=0.64). In the relationship between the minor effects of job stress and burn out, there are high
correlations between teaching and administrative works and burnout(r=0.68), between treatment and
working conditions and burnout(r=0.68), between the relationship with students and burnout(r=0.65), and
between the relationship with superiors and burnout(r=0.63). The last is the correlation between the minor
effects of burnout and the minor effects of job stress. There is a high correlation the minor effects of job
stress and emotional exhaustion.

참고자료

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