정신지체학교 전공과 졸업생의 직업전환교육과 직무수행 및 직무만족 간의 인과관계

Abstract

ABSTRACT

The Causal Relationship among the Vocational Transition Education, Job Performance and Job Satisfaction of the Graduates with Mental Retardation from the Vocational Training Course at Special Schools

Kim Kyung-Shin Advisor : Prof. Kim Nam-Soon, Ph.D. Department of Special Education, Graduate School of Chosun University

The purpose of this study was to analyze the causal relationship among the transition Education, job performance and job satisfaction of the graduates with mental Retardation from the vocational training course at special schools To this aim, workers who have completed vocational training courses over the past 5 years and who are currently working were selected as the subjects of the study. A sample of 150 people was extracted, considering regional attributes, however, due to partial omissions of the questionnaire or lack of capacity to complete the survey 7 individuals were excluded leaving 143 in total. There were five specific aims of the study: First, to analyze the level of vocational transition education and job performance including job satisfaction. Second, to analyze the mean difference of vocational transition education level and job performance including job satisfaction according to population sociological properties. Third, the analysis of the influence of vocational transition education on job performance. Fourth, the analysis of the influence of vocational transition education on job satisfaction.

Fifth, to analyze the causal relationship of vocational transition education , job performance, and job satisfaction. The study utilizes questionnaires as a method of accomplishing this research. Since the subjects were mentally retarded, the possibility of them directly reading and filling out the survey was limited. Therefore, job rehabilitation coaches and social workers in charge of the subjects were used to complete the survey. Sixty-six questions in total were created, consisting of 13 on population sociological properties, 6 on work life, 10 on vocational preparation, 4 on vocational training, 8 on transition education, 7 on job performance, and 8 on job satisfaction of the subjects. The term of the inquiry was from Jun. 1 to Jun. 30, 2007 for the preliminary survey of 54 people, from which the reliability was analyzed, and from Jul. 1 to Aug. 15, 2007 for the main survey. For data analysis, the mean and the standard deviation and a t-test and an analysis of variance (ANOVA) were done in order to examine the mean difference in vocational transition education level among different groups. Regression analysis was used in order to examine the relative importance of vocational transition education level on job performance and job satisfaction, and the percentage of variance. In order to analyze the causal relationship of vocational transition education and job performance, job satisfaction, a covariance structure analysis using AMOS ver 6.0 was carried out, where the significance level was P<.05. According to the results of the study: First, the tendency of current vocational transition education indicates that its integrative feature, which connects and integrates knowledge and functions of various areas as in other curricula, was quite substantial. Second, the analysis of the mean difference of vocational transition education level, job performance, and job satisfaction according to the general characteristics of workers show that those who was able to read simple sentences possess high levels of vocational transition education level, job performance, and job satisfaction. In the difference of vocational transition education according to the year of graduation, only the transition education level showed a meaningful difference. In respect to the difference according to working hours, those with more vocational transition education level tend to work more than 8 hours. They usually work for private businesses, and this is positive in that the mentally retarded established themselves in a socially integrated environment, but since longer working hours were shown to lessen job satisfaction, it is necessary to adjust working hours with flexibility. As for the vocational transition education, job performance, and job satisfaction according to the total number of workers, it turned out that the mentally retarded who work with less than 30 people or more than 50 people have high levels of vocational transition education, job performance, and job satisfaction. Therefore it seems desirable to guide employment toward small-scale businesses with a family atmosphere, or a workplace where there are numerous regular workers. Among those with a longer period of service, the mentally retarded who earn more than 770,000 won working for private businesses rather than in sheltered workshops had a higher level of vocational transition education, job performance, and job satisfaction. Third, the influence of vocational transition education on job performance indicates that the important factors were the following: shopping, using the phone, money management, learning ability in relation to work, health management, packaging products, using working tools, and motivation. These factors should be sufficiently taught to the mentally retarded through vocational transition education at school. Fourth, the analysis of the influence of vocational transition education on job satisfaction shows that money management, learning ability in relation to work, health management, writing a desk schedule, aid the affairs, individuals transition plan, and motivation have important influence on job satisfaction. Fifth, the result of analyzing the causal relationship of vocational transition education, job performance, and job satisfaction indicates that vocational transition education influence on the job satisfaction through job performance of intermediation variable.