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특수학급교사 직무만족도 -특수학교교사 직무만족도와의 비교

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Author(s)
김애영
Issued Date
2004
Abstract
It is expected that occupational satisfaction of increasing special education teachers should be considered as many special classes will be expanded because of the amended act of the special education development project (2003~2007). There are many previous studies on comparison between special education teachers and general education teachers, and public special education teachers and private special education teachers, but there are few studies on comparison between special school teachers and special class teachers who have totally different working environments. So, according to the necessity and purpose of the study, this study has the following questions to be answered:
First, how is working satisfaction of special class teachers?
Second, is there any difference in working satisfaction of special class teachers according to background factors of teachers(sex, age, grade of class, working place, type of school foundation, license, teaching experience and types of disabilities) ?
Third, is there any difference between working satisfaction of special class teachers and that of special school teachers?
This study targets 393 special class teachers of elementary, middle and high schools in Gwangju and Jeonnam using questionnaire. The questionnaire are sent by mail and one week later, additional mails are sent to improve collection of data. This study excludes inappropriate data from the collected 320(return rate: 81.4 %),and analyses remaining 313. The data collected are analysed by t-test and F-test based on SPSS 10.1(Statistical Packages for the Social Science, Ver 10.1). And for a post-test, this study uses LSD (Least Significant Difference). The questionnaire consists of seven items: personal relations, task to be managed, working environment, reward, improvement of expertise, school administration system, and recognition and 30 questions whose evaluation is based on 5 points. The results of this study are presented as follows:
1) Satisfaction of Special Class Teachers according to Task Factors
The mean value of working satisfaction in respect to personal relation is 3.77. It is above the normal value and has the highest value of seven factors. The mean value of satisfaction in respect to task to be managed is 3.45 which is above normal. The mean value of satisfaction in working environment is 3.52 and all the factors show satisfaction above normal except 2.99 of school faculty welfare facilities. The mean value of satisfaction in compensation is 2.97 which is below normal. The mean values of satisfaction in compensation and special allowances are 3.51 and 3.19, which are above normal, and those in reduction of school expenses for children, financing of housing expense, potential promotion, and incentive system are below normal. Especially, the mean value of incentive system is 2.61 which is the second lowest.
The mean value of satisfaction in expertise improvement is 2.91.
That of satisfaction in school administration is 3.06, which is above normal. However, task evaluation shows the lowest mean value (M=2.53). The mean value of satisfaction in recognition is 3.63 which is the second highest of the seven factors.
2) Difference in Task Satisfaction according to Background Variables of Special Class Teachers
Special class teachers tend to be satisfied with their work and the mean values are 3.44 of males and 3.29 of females. In respect to personal relations, school administration, working environment, expertise improvement, male teachers show significantly higher satisfaction than female ones. According to age, the subjects answer that they are usually satisfied with their work. In respect to working environment, personal relations, expertise improvement, and recognition, the subjects whose age is above fifties show statistically higher values than those in twenties. However, those in twenties show statistically higher values in compensation. In general, the higher age, the higher satisfaction is found. In respect to school grades, elementary, all the middle and high school special class teachers show work satisfaction above normal, and except compensation, there is little significant difference. In respect to compensation, elementary special class teachers show much higher satisfaction than those of middle schools. In respect to working places, satisfaction of the whole subjects is above normal, and satisfaction of teachers in Gwangju city is higher than that of teachers in Gun, Eup and Myeon. In respect to working environment, satisfaction of teachers in Jeonnam is higher than that of teachers in Gun, Eup and Myeon. And in respect to working environment, school administration, expertise improvement, and recognition factors according to qualification, special class teachers having only general certificates of teachers have significantly higher satisfaction than those having special education certificates. In respect to satisfaction in personal relation and working environment according to special education experiences, teachers who have worked for more than five years show significantly higher satisfaction than those who have worked for less than.
3) Comparison between Working Satisfactions of Special Class Teachers and Special School Teachers
Both special class teachers and special school teachers show high mean values in satisfaction in personal relation and recognition, and they show low satisfaction in compensation. Special class teachers show satisfaction in expertise improvement below normal and special school teachers show satisfaction in school administration below normal.
Male and female special class teachers and special school teachers tend to show high satisfaction in background of teachers. And male teachers show statistically significant higher satisfaction in school administration, working environment and expertise improvement than female ones. Satisfaction in task of both special class teachers and special school teachers is higher as their age is older. In particular, the subjects who age is above fifties show the highest satisfaction in personal relation, task to be managed, working environment, expertise, school administration and recognition. However, the subjects whose age is in twenties of the both groups show statistically significantly higher satisfaction in respect to reward. And it should be noted that the subjects whose age is in thirties show the highest unsatisfaction. In addition, in personal relation and expertise, the subjects in thirties show the highest unsatisfaction. In respect to satisfaction of special class teachers and special school teachers according to working areas, for special class teachers, those in Gwangju city show significantly higher satisfaction than those in Guns, Eups and Myeons while for special school teachers, those in Guns, Eups and Myeons show higher satisfaction. In respect to working environment satisfaction of special class teachers, those in Jeonnam show significantly higher satisfaction than those in Guns, Eups and Myeons. However, for special school teachers, satisfaction of teachers in Guns, Eups and Myeons is higher. In respect to personal relation, for the two groups, teachers in Gwangju city show the highest satisfaction. Unlike special class teachers, special school teachers in Guns, Eups, and Myeons show higher satisfaction in task to be managed, environment, reward, and expertise improvement. As both the special class teachers and special school teachers have more experiences in education, their satisfaction is higher except reward. In respect to reward, satisfaction of special class teachers whose experience is less than two years and special school teachers whose experience is less than 5 years is the highest. For special class teachers, those whose experience is more than five years show statistically significantly higher satisfaction in personal relations and working environment than those having less than two and five years of experience. However, for special school teachers, those with more than 15 years of experience in education show higher satisfaction than those with less than 15 years of experience. However, in respect to reward, they show lower satisfaction than those with 6-15 experiences and those with less than 5 years of experience. For special school teachers, those with less than 6-15 years of experience show lower satisfaction in all the factors except working environment than those with less than 5 years of experience.
Alternative Title
Job Satisfaction of Special Classroom Teachers -A Comparison with Job Satisfaction of Special School Teachers
Alternative Author(s)
Kim, Aeyoung
Affiliation
조선대학교 교육대학원
Department
교육대학원 특수교육
Advisor
이승희
Awarded Date
2005. 2
Table Of Contents
목차
ABSTRACT = ⅴ
Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구 문제 = 5
3. 용어의 정의 = 5
4. 연구의 제한점 = 6
Ⅱ. 이론적 배경 = 7
1. 직무만족의 개념 = 7
2. 직무만족의 이론 = 10
3. 일반교사들의 직무만족도 연구 = 16
4. 특수교사들의 직무만족도 연구 = 19
5. 직무만족도에 영향을 미치는 변인 = 26
Ⅲ. 연구 방법 = 34
1. 연구 설계 = 34
2. 연구 대상 = 34
3. 연구 도구 = 37
4. 연구 절차 = 39
5. 자료 분석 = 40
Ⅳ. 연구 결과 및 해석 = 41
1. 특수학급교사의 직무요인별 만족도 = 41
2. 특수학급교사의 배경변인에 따른 직무만족도 차이 = 48
3. 특수학급교사의 직무만족도와 특수학교교사의 직무만족도 비교 = 60
Ⅴ. 결론 및 제언 = 69
1. 결론 = 69
1) 특수학급교사의 직무요인별 만족도 = 69
2) 특수학급교사의 배경변인에 따른 직무만족도 차이 = 72
3) 특수학급교사의 직무만족도와 특수학교교사의 직무만족도 비교 = 77
2. 제언 = 80
참고문헌 = 82
부록 = 86
Degree
Master
Publisher
조선대학교 교육대학원
Citation
김애영. (2004). 특수학급교사 직무만족도 -특수학교교사 직무만족도와의 비교
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4358
Appears in Collections:
Education > Theses(Master)(교육대학원)
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