유치원 교사의 교사효능감, 직무스트레스와 대처방식의 관계 : ADHD 유아를 중심으로 = Relationship among kindergarten teachers' teacher efficacy, work stress and coping styles : focusing on ADHD children

다국어 초록 (Multilingual Abstract)

The study has a purpose of providing basic data needed for future direction of teacher education and plans that can help kindergarten teachers teach ADHD children effectively by examining the relationship among kindergarten teachers' teacher efficacy, work stress and coping styles. The following problems were established for the study purpose.
First, what relationship do teachers' teacher efficacy and coping styles for ADHD children have?
Second, what relationship do teachers' work stress and coping styles for ADHD children have?
In order to solve the above problems, the study surveyed 134 teachers working in 37 public and private kindergartens from 4 districts in Seoul.
In order to analyze the relationship between teacher efficacy and work stress, Pearson's correlation analysis and multiple regression analysis were used.
The followings are the results of the study. First, in the relationship between teacher efficacy and coping styles, only individual teacher efficacy had significant effects on the coping styles.
Second, the study looked into the relationship between work stress and coping styles for ADHD children and the result showed that when the teachers have a high level of work stress, they tend to use negative coping styles. When each sub-factor of work stress was examined, when the level of work stress was high due to all the sub-factors except factors related to duties, in which they tend to use negative coping styles.
Third, the study looked into the effects of teacher efficacy and work stress on coping styles and the result showed that the teachers tend to take positive coping styles when the individual teacher efficacy is high and when the stress related to duties is high. However, teachers that have a low level of stress from activities with children tend to adopt positive coping styles.
Fourth, only 21.6% of the teachers had a training experience related to ADHD and 72.4% that had the training were willing to receive training again. Most of the teachers wanted training of teaching methods for ADHD children. Also, teachers with no training experience wanted training and most of them demanded programs related to teaching methods for ADHD children.
Fifth, the teachers' recognition of biological factors and congenital causes of ADHD increased compared to the past but the teachers had incorrect ideas for the effects of family and sex ratio of ADHD. Also, their recognition of medication increased but their recognition of medication combined with educational activities was low. They emphasized positive sides of dietary treatment and they had a low level of recognition of long-term prognosis.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 주의력결핍 과잉행동장애(AttentionDeficitHyper-activityDisorder,이하 ADHD) = 6
• 1) ADHD의 개념 = 6
• 2) ADHD의 특성 = 7
• 3) ADHD의 원인 = 10
• 4) ADHD의 치료 및 중재 = 11
• 2. 교사효능감 = 13
• 1) 교사효능감의 개념 = 13
• 2) 교사효능감의 요인 = 16
• 3. 직무스트레스 = 18
• 1) 직무스트레스의 개념 = 18
• 2) 직무스트레스의 요인 = 20
• 4. 주의력결핍 과잉행동 아동에 대한 교사의 대처방식 = 22
• 1) 대처의 개념 = 22
• 2) 대처의 유형 = 23
• Ⅲ. 연구방법 = 25
• 1. 연구대상 = 25
• 2. 연구절차 = 30
• 3. 연구도구 = 31
• 1) 교사효능감 = 31
• 2) 직무스트레스 = 32
• 3) 대처방식 = 33
• 4) ADHD에 관한 인식 = 33
• 4. 자료처리 = 34
• Ⅳ. 연구결과 및 분석 = 35
• 1. 교사효능감과 ADHD 유아에 대한 대처방식과의 관계 = 35
• 2. 직무스트레스와 ADHD 유아에 대한 대처방식과의 관계 = 43
• 3. 교사효능감과 직무스트레스가 ADHD 유아에 대한 대처방식에 미치는 영향 = 52
• Ⅴ. 논의 및 결론 = 60
• 참고문헌 = 70
• 부록 = 79
• ABSTRACT = 89