핸드볼 지도교사의 직무스트레스와 조직풍토가 직무태도에 미치는 영향

Abstract

This study examines relationship between job stress, organization climate and job attitude of handball instructor who are physical education teachers and have additional stress in coaching handball players and aims to reduce their stress, make organization climate they desire and improve their job performance. For these, this study selected 108 handball coaches who instruct handball at elementary, middle and high schools and universities as of September, 2005, conducted t-test and one-way ANOVA to analyze difference in job stress, organization climate and job attitude according to demographical characteristics, post-test using Duncan statistical method and correlation analysis to analyze relationship among sub-factors such as job stress, organization climate and job attitude, and then it obtained the following conclusions. First, as a result of analyzing job stress by sex of demographical variables, there were significant differences in communication, physical environment and coaching factors. As a result of analyzing organization climate, there were significant differences in indifference and instruction behaviors and as a result of analyzing job attitude, there were significant differences in tendency of turnover. As a result of analyzing job stress by belonging and organization climate by coaching factor, there were significant differences in indifference behavior and tendency of turnover respectively. Second, as a result of analyzing the influence of job stress of handball coaches on their job attitude, coaching players and tendency of turnover showed highest significant correlations between sub-factors of job stress and those of job attitude, followed by correlations between compensation system and job satisfaction, compensation system and involvement with organization, personal relationship and involvement with organization, and communication and job satisfaction. Third, as a result of analyzing influence of organization climate of handball coaches on job attitude, instruction behavior and tendency of turnover were highest, followed by indifference behavior and tendency of turnover, and intimate behavior and involvement with organization.