공립유치원 특수학급교사의 직무만족도에 관한 연구

Abstract

ABSTRACT

Investigating the Job Satisfaction of Special Class Teachers at Public Kindergartens

Ji-Yeon Kang Advisor : Prof. Young-il Kim Major in Special Education Graduate School of Education, Chosun University

The purpose of this study was to examine and analyze the level of job satisfaction and its related variables of special class teachers at public kindergartens. A total of 135 special class teachers at public kindergartens, 77% of such teachers throughout the nation as of 2007, participated in this study by responding to a questionnaire about their job satisfaction. The questionnaire consisted of two sections: (a) 11 items about teacher-related variables (e.g., age, years of teaching experience, etc.); (b) 42 items about their job satisfaction with five-point Likert scale. Data were collected by mail during the period from June 22 to July 27, 2007. The results were as follows: First, the level of job satisfaction among special class teachers at public kindergartens were on the average of 3.45. Second, the ranking of subscales of job satisfaction in order from the top were recognition of status, human relations, job specifications, professionalism, merit system, administrative system, and working environments. Third, one-way analyses of variance and the posthoc test, using Scheffe's technique, found that either the group of teachers in ages from 20 to 24 or the group of teachers in ages from 25 to 29 in years was statistically significantly higher in job satisfaction on the area of recognition of status than the group of teachers in ages from 30 or above. Finally, independent-sample t tests yielded that there were no significant differences in the overall job satisfaction or its subareas between the two groups (i.e., less than three years vs. more than three years of teaching special education; metropolitan cities vs. small or middle-sized cities; independent kindergartens vs. annexed kindergartens; three or fewer children vs. four or more children in class).