장애전담 어린이집 교사와 일반 어린이집 교사의 자아개념과 직무스트레스 = A study on the self-concept and the job-stress from the kindergarten's teachers between the disabled-child and the abled-child

다국어 초록 (Multilingual Abstract)

The purpose of this study is to compare the self-concept with the job-stress from the kindergarten's 170 teachers separatedly between the disabled-child and the abled-child , and I also compare with the self-concept from the two groups how to effect on the job stress.
From the result, there are several kinds of differences between two groups. At first, it is better the self-concept of kindergarten's teachers of the abled-child than the disabled-child teachers from the self-concept of job, physical, society, family members. Second, the job stress of the kindergarten's teachers is on the relationship between his fellow teachers and students, but the job-stress of the disabled-child's teachers is strongly on their welfare and salary. Third, the self-concept of the disabled-child's teachers affects the job stress much more than the abled-child's teachers, and the abled-child's teachers have the most stress from the self-concept of their family members, while the disabled-child's teachers have the most stress from the self-concept of feeling and physical condition. Fourth, the job-stress of the abled-child's teachers affects the self -concept between their fellows and students, the job-stress of the disabled-child's teachers affects the self-concept among their salary, job environment and the relationship with their senior teachers. Finally, the job-stress of the kindergarten's teachers affects the relationship with their fellows, teaching students, odd jobs and students.
As a result, the kindergarten's teachers of the disabled-child have to enhance their the self-concept of feeling and physical in order to minimize their job stress, and also they have to minimize their job-stress from their salary, working condition and the relationship with their senior teachers so as to enhance their self-concept.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 자아개념 = 4
• 2. 직무스트레스 = 9
• III. 연구 방법 = 15
• 1. 연구 대상 = 15
• 2. 측정 도구 = 16
• 3. 연구 절차 = 18
• 4. 자료 처리 = 19
• Ⅳ. 결과 = 20
• 1. 장애전담 어린이집 교사와 일반 어린이집 교사의 자아개념 차이 = 20
• 2. 장애전담 어린이집 교사와 일반 어린이집 교사의 직무스트레스 차이 = 21
• 3. 장애전담 어린이집 교사 자아개념의 각 요소가 총 직무스트레스에 미치는 영향 = 22
• 4. 일반 어린이집 교사 자아개념의 각 요소가 총 직무스트레스에 미치는 영향 = 23
• 5. 장애전담 어린이집 교사 직무스트레스의 각 요소가 총 자아개념에 미치는 영향 = 24
• 6. 일반 어린이집 교사 직무스트레스의 각 요소가 총 자아개념에 미치는 영향 = 25
• V. 논의 = 27
• Ⅵ. 결론 = 30
• 참고문헌 = 31
• Abstract = 36
• 부록 = 38