중국 호남성 소수민족지역 의무교육단계 농촌교사의 소진과 사회적 지지 및 직무몰입의 관계 (Relationship Among Career Commitment, Social Support and Teacher Burnout of Compulsory Education Rural Teachers in China Minority District of Hunan Province)

서지정보

· 발행기관 : 부산대학교 중국전략연구소
· 수록지 정보 : Journal of China Studies / 21권 / 3호 / 121 ~ 140페이지
· 저자명 : 이훤, 류영규

초록

Since 2010, China has promulgated many instruments on improving the quality of education and emphasizing the importance of ethnic minority rural teachers. Great changes about left-behind children, teacher ability training course and teacher development have taken place in Minority areas of Hunan Province. The aim of this study is to confirm whether there are significant differences of teacher`s burnout, social support, and career commitment on the dimension of gender, teachers in charge of class or not, teaching experiences; then investigate the relationship among career commitment, social support, and teacher burnout of 329 compulsory education rural teachers in China Minority District of Hunan Province. To achieve the aim of this study, we used Descriptive Statistics, T-Test, One-way ANOVA, Correlation Analysis, and Step Regression Analysis with SPSS 22.0 for Windows. The findings of this study reveal that 1) There was significant difference on the dimension of gender that male teachers not only experienced higher burnout than female teachers, but also felt more job skepticism than female teachers; 2) Teacher burnout, depersonalization, physical& emotional burnout, and job skepticism, objective support, teacher career commitment had significant differences in the dimensions of teaching experience; 3) Social support had no relationship with teacher burnout and teacher career commitment; 4) There was a negative correlation between teacher career commitment and teacher burnout. Teacher career commitment is the predictor of teacher burnout. Based on these findings, the conclusions and propositions were listed as follows: 1) It is necessary to enlarge survey sample to examine the relationship between social support, teacher burnout, and teacher career commitment; 2) When a burnout coping project is being developed, it is good to consider the differences in teacher burnout between rural male and female teachers; 3) For the burnout level of teachers who had 11~15 years of teaching experience was highest, it is necessary to develop teacher burnout intervention project for teachers who had 11~15 years of teaching experience as soon as possible; 4) In order to improve teachers' ability to cope with burnout, it is necessary to increase efforts to improve teachers' career commitment level.

영어초록

Since 2010, China has promulgated many instruments on improving the quality of education and emphasizing the importance of ethnic minority rural teachers. Great changes about left-behind children, teacher ability training course and teacher development have taken place in Minority areas of Hunan Province. The aim of this study is to confirm whether there are significant differences of teacher`s burnout, social support, and career commitment on the dimension of gender, teachers in charge of class or not, teaching experiences; then investigate the relationship among career commitment, social support, and teacher burnout of 329 compulsory education rural teachers in China Minority District of Hunan Province. To achieve the aim of this study, we used Descriptive Statistics, T-Test, One-way ANOVA, Correlation Analysis, and Step Regression Analysis with SPSS 22.0 for Windows. The findings of this study reveal that 1) There was significant difference on the dimension of gender that male teachers not only experienced higher burnout than female teachers, but also felt more job skepticism than female teachers; 2) Teacher burnout, depersonalization, physical& emotional burnout, and job skepticism, objective support, teacher career commitment had significant differences in the dimensions of teaching experience; 3) Social support had no relationship with teacher burnout and teacher career commitment; 4) There was a negative correlation between teacher career commitment and teacher burnout. Teacher career commitment is the predictor of teacher burnout. Based on these findings, the conclusions and propositions were listed as follows: 1) It is necessary to enlarge survey sample to examine the relationship between social support, teacher burnout, and teacher career commitment; 2) When a burnout coping project is being developed, it is good to consider the differences in teacher burnout between rural male and female teachers; 3) For the burnout level of teachers who had 11~15 years of teaching experience was highest, it is necessary to develop teacher burnout intervention project for teachers who had 11~15 years of teaching experience as soon as possible; 4) In order to improve teachers' ability to cope with burnout, it is necessary to increase efforts to improve teachers' career commitment level.

참고자료

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