번아웃을 경험한 중등 체육교사의 회복과정에 대한 현상학적 연구 = A Phenomenological Study on the Causes of Burnout and the Recovery Process of Secondary School Physical Education Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to phenomenologically explore the causes of burnout and the recovery processes experienced by secondary school physical education teachers throughout their teaching careers, and to suggest practical implications for burnout prevention and recovery.
This study adopted a qualitative research approach using a mixed-methods procedure. First, the Teacher Burnout Inventory (TBI) was administered to secondary school physical education teachers working in the J region to assess their burnout levels. Based on the results, seven teachers who demonstrated high levels of burnout and clear recovery experiences were selected as research participants. Data were collected through in-depth interviews and analyzed using Giorgi’s four-step phenomenological analysis method.
The results revealed that burnout among physical education teachers stemmed from the interaction of physical, mental, and emotional factors. Physical exhaustion was caused by repetitive event management, seasonal environmental constraints, and excessive workloads, including student guidance, administrative duties, and athletic team coaching. Mental burden increased due to responsibilities related to student discipline, school violence cases, and adaptation to new work environments following school transfers. Emotional exhaustion was further intensified by conflicts with parents and students, as well as personal health, family, and financial difficulties.
Despite experiencing burnout, teachers began the recovery process by maintaining a strong sense of responsibility toward their students. Recovery was facilitated through recognition of students’ growth, engagement in self-care practices, restoration of work–life balance, and support from colleagues, administrators, family members, and students. Through these experiences, teachers shifted from perfectionist ideals toward a more balanced and realistic professional perspective.
In conclusion, burnout among secondary school physical education teachers is a structural and job-related phenomenon, while recovery is a dynamic process involving responsibility, self-management, social support, and cognitive transformation.

목차 (Table of Contents)

• ABSTRACT iv
• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 3
• 3. 연구 문제 3
• 4. 연구의 제한점 3
• Ⅱ. 이론적 배경 5
• 1. 번아웃의 이론적 개념 5
• 가. 번아웃의 정의와 구성요소 5
• 나. 번아웃 증상 및 측정도구 6
• 2. 체육교사의 직무 특성과 번아웃 요인 9
• 3. 교사의 회복탄력성 10
• 4. 현상학적 연구 방법론 11
• Ⅲ. 연구 방법 13
• 1. 연구 대상 13
• 가. 연구 대상 선정 13
• 나. 연구 대상의 특성 14
• 2. 자료수집 15
• 가. 양적 설문조사 15
• 나. 심층 면담 16
• 3. 자료 분석 18
• 4. 자료의 진실성 19
• 가. 연구 참여자 확인 19
• 나. 방법론적 삼각검증 20
• 다. 동료 검토 20
• Ⅳ. 연구결과 21
• 1. 구성요소 돌출과정 21
• 2. 주제별 본질적 의미 구성 26
• 가. 번아웃의 원인 26
• 1) 과중한 수업업무환경 요인 26
• 2) 과중한 행정업무와 역할 적응의 요인 29
• 3) 학생학부모와의 상호작용과 개인적 요인 31
• 나. 번아웃의 회복 34
• 1) 교사의 책무성과 학생들의 긍정적 반응 34
• 2) 자기관리와 업무의 경계 설정 36
• 3) 사회적 지지와 사회적 관계 39
• 4) 교직에 대한 인식의 변화와 자기 한계 수용 41
• Ⅴ. 결론 및 제언 44
• 1. 결론 44
• 2. 제언 46
• 참고문헌 47
• 부록1. 연구 참여 동의서 52
• 부록2. 서술적 설문조사 53