특수학교 교사의 직무 스트레스 수준과 대처 방법

Abstract

Special education school teacher experience complex stress environment more than normal teacher because of job characteristics related to students in special education school. In this study, characteristics of special education school in Daejeon region in order to find stress level of each factor and coping method. Basic information that is necessary for experimental research is to be offered for the effects on alternative support and coping method of teacher that reduces job stress of special education teacher. The study questions are as follows. First, Is there difference in job stress level of special education teacher according to background factors(Gender, age, religion, marital status, school sectors, experience of teaching, school class and types of teacher in charge)? Second, Is there difference in coping method of special education teacher’s job stress according to background factors(Gender, age, religion, marital status, school sectors, experience of teaching, school class and types of teacher in charge)? A total of 287 special education school teachers were selected in 5 schools located in Daejeon city using questionnaire. Analysis result of study was verified in significant level and statistical treatment was conducted by using SPSSWIN 22.0 program. The conclusion of the study result for job stress level and coping method of special school teacher is as follows. First. Job stress level that special teacher experience is revealed as normal. In subgroup, job stress level of 'job factors' related to administration and teaching profession, while job stress level of 'environmental factos' related to school environment and out-of-school environment. Second, difference was found in job stress level of special education school teacher by each age, type of school and religion. In subgroup, job stress of special education school teacher over 50 years was relatively higher. In type of school, private school was higher than public school in job stress. Third, special education school teacher used coping method focused on problem solving and social support, however hopeful coping method was relatively low. Fourth, there was difference in each age, type of school and religion when considered difference of coping method for job stress in each individual special education school teacher. In conclusion, special education school student of 50s and 20s used hopeful coping method well, however 30s was mostly low. In type of school, private school used efficiently more than public school. In presence or absence of religion, teacher who has religion used coping method of social support.