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특수어린이집 교사의 직무스트레스와 대처방법에 관한 연구 - 광주·전남·전북 지역을 중심으로

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Author(s)
강희경
Issued Date
2004
Abstract
The purpose of this study is to analyze the occupational stress of special day care centers teachers and their coping ways and investigate how the degree and coping methods of this stress vary as a personal character and working condition.
The following subjects are considered for this study.
1. What is the level of occupational stress of special day care centers teachers?
2. How do the special day care centers teachers cope with the stress?
3. Is there any difference in the level and coping methods of the occupational stress in relation to the personal characters (sex, age, academic background, major, marital status and career) and the working conditions (service branch, working hours, monthly pay, working place and the total number of children).
The object for this study is 109 special day care centers teachers from 13 centers in Honam area (including Kwangju-City, Chonnam-Province and Chonbuk-Province). The investigation tool of the occupational stress is based on the 'Modified Teacher Occupatinal Stress Factor Questionnaire' which Clark(1980) developed and D' Arienzo et. a1(1981) modified. This Questionnaire which used in this study was modified and supplemented by Kim yoo jin(2003). The tool which Feiter & Toker(1981) developed and modifien by Jang mi a(1995) are used for the investiation of coping methods. The method of this study is a questonnaire inquiry, the collected data is analysed using the mean(M), standard deviation(SD), t-test, F-test, and LSD-test.
The results are as following:
1. A administrative support turns out to be the highest factor among the various causes of the occupational stress of special day care centers teachers. Overloaded task, working with children, relation with the parent of children, financial security, relation with the fellow teachers and personal matter cause stress, in order of dominant stress factor. In the view of each items, insufficiency of the teaching materials causes the biggest stress. The poor manpower of assistant teachers who help the teaching-learning activity, the lack of workshop and retraining are the next dominant reasons in order.
2. A direct coping is the most favorite among many methods against stress. A psychological coping, mental coping, destructive coping, and physical coping are the next methods in order. Considering each items, staying home from work is the most famous method. Talking with a friend, watching television are the next ways in order.
3. The differences due to a personal characters (age, academic background, major, marital status and career) are following in the degree and coping ways of the occupational stress.
The differences appear in the occupational stress due to major. Different age and marital status make a difference in the dealing with stress.
The differences are observed in the low factor of stress and it's coping. The stress from the working with children vary as a academic background. Other differences appear in the mental coping as a age. The stress from the working with children and the administrative support vary as a major. The mental coping, destructive coping, and direct coping do as a marital status. The stress from the working with children, relation with the fellow teachers and personal matter vary as a career.
4. The differences due to a working conditions (service branch, working hours, monthly pay, working place and the total number of children) are following in the degree and coping ways of the occupational stress.
The differences do not appear in the occupational stress due to service branch, monthly pay, working place and the total number of children. However, working hours makes a difference in the dealing with stress. The differences are observed in the low factor of stress and stress's coping. The differences appear in the destructive coping as working hours and in the financial security as the monthly pay. Other differences appear in relation with the fellow teachers and personal matter as a working place. Direkt coping does as the total number of children.
Alternative Title
A Study on Job Stress and Coping Strategies of Teachers at Special Day Care Centers - Focusing on Gwangju, Jeonnam, and Jeonbuk
Alternative Author(s)
Kang, Heekyung
Affiliation
조선대학교 교육대학원
Department
교육대학원 특수교육
Advisor
이승희
Awarded Date
2005. 2
Table Of Contents
목차
ABSTRACT = ⅳ
Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구 문제 = 3
3. 용어의 정의 = 3
4. 연구의 제한점 = 5
Ⅱ. 이론적 배경 = 6
1. 직무스트레스의 개념 및 유발요인 = 6
1) 직무스트레스 개념 = 6
2) 직무스트레스 유발요인 = 10
2. 직무스트레스 대처방법 = 15
3. 유아교육 교사들의 직무스트레스와 대처방법관련 선행연구 = 21
1) 일반 유아교육 교사들의 직무스트레스와 대처방법 = 21
2) 특수 유아교육 교사들의 직무스트레스와 대처방법 = 27
Ⅲ.연구방법 = 30
1. 연구대상 = 30
2. 조사도구 = 32
3. 연구절차 = 34
4. 자료분석 = 35
Ⅳ. 연구결과 및 해석 = 36
1. 특수어린이집 교사의 직무스트레스 정도 = 36
2. 특수어린이집 교사의 스트레스 대처방법 = 37
3. 변인에 따른 특수어린이집 교사의 직무스트레스와 대처방법의 차이 = 38
1) 교사의 개인적 특성에 따른 직무스트레스와 대처방법 = 38
(1) 성별에 따른 직무스트레스와 대처방법의 차이 = 38
(2) 연령에 따른 직무스트레스와 대처방법의 차이 = 39
(3) 학력에 따른 직무스트레스와 대처방법의 차이 = 40
(4) 전공에 따른 직무스트레스와 대처방법의 차이 = 42
(5) 결혼여부에 따른 직무스트레스와 대처방법의 차이 = 45
(6) 경력에 따른 직무스트레스와 대처방법의 차이 = 46
2) 교사의 근무여건에 따른 직무스트레스와 대처방법 = 48
(1) 직무분야에 따른 직무스트레스와 대처방법의 차이 = 48
(2) 근무시간에 따른 직무스트레스와 대처방법의 차이 = 49
(3) 월평균보수에 따른 직무스트레스와 대처방법의 차이 = 51
(4) 근무소재지에 따른 직무스트레스와 대처방법의 차이 = 53
(5) 총원아수에 따른 직무스트레스와 대처방법의 차이 = 54
Ⅴ. 결론 및 제언 = 56
1. 결론 = 56
1) 특수어린이집 교사의 직무스트레스 정도 = 56
2) 특수어린이집 교사의 스트레스 대처방법 = 57
3) 변인에 따른 특수어린이집 교사의 직무스트레스와 대처방법의 차이 = 58
2. 제언 = 62
참고문헌 = 64
부록 = 70
부록 1 직무스트레스 문항별 평균과 전체 순위 = 71
부록 2 스트레스 대처방법의 문항별 평균과 전체 순위 = 73
부록 3 설문지 = 75
Degree
Master
Publisher
조선대학교 교육대학원
Citation
강희경. (2004). 특수어린이집 교사의 직무스트레스와 대처방법에 관한 연구 - 광주·전남·전북 지역을 중심으로
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4357
Appears in Collections:
Education > Theses(Master)(교육대학원)
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