유아교사들의 소진에 영향을 주는 요인과 사회적 지지에 대한 연구 = A Study on Burnout and Social Support Among Early Childhood Teachers

다국어 초록 (Multilingual Abstract)

Stress and burnout for human service professionals have received increasing attention in the literature. The purpose of this was to investigate related factors influencing burnout and to compare the levels of burnout according to the levels of social support perveived by early childhood teachers.
Subjects consisted of 156 teachers with mean age of 26.7 years old in Kyonggi province. Multiple regressions were conducted to examine factors influencing burnout among teachers. Results showed that work load, social support(from supervisor & co-workers), and working hours were most important factors influencing emotional exhaustion. Factors influencing personal accomplishment were ound to be role satisfaction, support from family, and opinion acceptance. Factors important to dehumanization was work load.
T-tests were conducted to compare the levels of burnout according to the levels of social support perceived by teachers. Teachers in high level of emotional support group were found to be significantly lower in emotional exhaustion and significantly higher in personal accomplishment. Teachers in high level of approval group were found to be significantly lower in emotional exhaustion and dehumanization and much higher in personal accomplishment. Those in high level of instrumental support group were found to be much lower in dehumanization and emotional exhaustion. Teachers in high level of information provision group were found to be significantly lower in dehumanization and emotional exhaustion. Results in general tended to indicate that social support was very important variable to reduce burnout among early childhood teachers.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 연구결과 및 해석
• Ⅳ. 논의 및 결론