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교직전문성, 직무만족도, 학교풍토와 특수교사 직무스트레스의 관계

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Author(s)
강주원
Issued Date
2011
Abstract
The purpose of this study was to explore the relationship with special education teachers' job stress with teaching professionalism, job satisfaction, and school climates. There are limited studies that directly analyzed the special education teachers' stress and their professionalism, job satisfaction, and school climates. This study employed survey research design to answer a few research questions. A total of 100 special education teachers participated this study from diverse areas.
Results of the study indicated that special education teachers who participated a survey were experiencing the highest job stress in the area of ​​time management. The female teachers were suffering more job stress from school parents than those of the male teachers. There was a significant difference between the degree of disability of students and a stress variable of relationship with the students, but the degree of disability of students was not influenced on other job stress variables. One interesting result showed that the less the number of class per week the more stress from the mutual relationship between teachers.
The relationship between teaching professionalism and special education teachers' job stress showed that the higher managerial and administrative expertise in the class the less stress from school administrators, mutual relationship between teachers, and time management. A sense of dedication in teaching professionalism had statistically negative correlation with every stress variable except inner conflicts.
The relationship between job satisfaction and special education teachers' job stress showed that all of the seven independent variables in job satisfaction had statistically negative correlation with stress from the relationships with school administrators. Teachers expressed the highest satisfaction in relationships with social communities in job satisfaction area.
The relationship between school climate and their job stress showed that warm school climate had statistically negative correlation with all the variables in job stress. However, closed climate had statistically positive correlation with each and every job stress variables.
Alternative Title
The Relationships with Special Education Teachers' Job Stress among Teaching Professionalism, Job Satisfaction, and School Climates
Alternative Author(s)
Kang Ju-Won
Affiliation
조선대학교 교육대학원
Department
교육대학원 특수교육
Advisor
허유성
Awarded Date
2012. 2
Table Of Contents
목 차

표목차 ⅲ
그림목차 ⅴ
ABSTRACT ⅵ

Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 4
3. 용어의 정의 4

Ⅱ. 이론적 배경 7
1. 특수교사 직무스트레스 7
1) 특수교사 직무스트레스의 개념과 원인 7
2) 특수교사 직무스트레스 선행연구 분석 10
2. 교직전문성 12
1) 전문직의 개념 12
2) 교직전문성의 개념과 교직의 특성 13
3) 교직전문성과 직무스트레스의 관계 15
3. 교사의 직무만족 16
1) 직무만족의 개념 16
2) 직무만족이론 17
3) 직무만족에 영향을 미치는 요인 18
4) 교사의 직무만족 19
5) 교사의 직무만족과 직무스트레스의 관계 20
4. 학교풍토 21
1) 학교풍토의 개념 및 이론모형 21
2) 학교풍토와 직무스트레스의 관계 26

Ⅲ. 연구방법 27
1. 연구대상 27
2. 연구도구 30
3. 연구절차 34
1) 예비조사 34
2) 본 조사 35
4. 자료처리 35


Ⅳ. 연구결과 36
1. 특수교사 직무스트레스 수준 36
2. 특수교사 일반배경정보에 따른 직무스트레스 수준 37
3. 교직전문성과 직무스트레스의 관계 46
4. 직무만족도와 특수교사 직무스트레스의 관계 49
5. 학교풍토와 특수교사 직무스트레스의 관계 53
6. 특수교사 직무스트레스에 영향을 미치는 요인 56

Ⅴ. 논의 및 제언 58
1. 논의 58
2. 제언 64

참고문헌 65
부 록 72
Degree
Master
Publisher
조선대학교 교육대학원
Citation
강주원. (2011). 교직전문성, 직무만족도, 학교풍토와 특수교사 직무스트레스의 관계
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/5353
http://chosun.dcollection.net/common/orgView/200000256643
Appears in Collections:
Education > Theses(Master)(교육대학원)
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