지체부자유학교 교사 직무 스트레스의 양상 및 해소 방안 연구 = A Study on the Job Stress and Stress-Coping Pattern among Teachers in the Special Schools for the Physical and Multiple Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the job stress of teachers in schools for youth with physical handicaps and to seek ways to relieve their stress. It's specifically intended to delve into what sort of job stress teachers in those schools suffered, how their job stress could be eased, and what relationship there was between their job stress and stress-coping pattern.
The subjects in this study were 111 teachers in schools for youth with physical handicaps in Daegu, north Gyeongsang province and Busan. A survey was conducted in consideration of their gender, teaching career, grade of school and the number of students they were in charge of.
For data analysis, independent-samples t-test and one-way ANOVA were utilized to see if their general characteristics made any differences to their job stress and stress-coping patterns, and Duncan's multiple comparison posttest was implemented if there were any significant results. Besides, Pearson correlation analysis and multiple regression analysis were used to look for connections between their job stress and stress-coping patterns.
The findings of the study were as follows;
First, concerning the job stress of the teachers in schools for youth with physical handicaps by the grade of school, the elementary and middle school teachers were more stressed about their relationship with colleagues than the high school teachers.
Overall, their job put the most strain on them, and supervisors were stressful the least. By gender, the female teachers faced more pressure than the males due to somatic symptoms. By career, the teachers whose career was between five and 10 years experienced heavy stress, and those whose career was less than five years felt more stress about their psychological symptoms. The number of students they were in charge of made little significant difference to their job stress.
Second, as for stress-coping patterns among the teachers in schools for youth with physical handicaps, problem-centered coping and personal coping were more widespread among the high school teachers than among the elementary and middle school teachers.
By gender, both of the female and male teachers got rid of their stress through interpersonal relationship, and physiology-centered coping was more prevailing among the females than the males. By career, problem-centered coping was dominant regardless of career, and those whose career ranged from five to 10 years leaned more toward problem-centered one. By the number of students, the teachers who were in charge of eight students or more had a stronger tendency to unwind in a physiological manner than those who were in charge of seven or less students.
Third, regarding relations between their job stress and stress-coping patterns, physiology-centered and emotion-centered coping styles had a very strong relationship to every stress type. Stress triggered by psychological and somatic symptoms was most bound up with physiology-centered coping pattern. The teachers who found the relationship with students, colleagues, supervisors and parents less stressful had a bigger tendency to rely on problem-centered coping, their own personal efforts and organizational climate to ease their stress.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 스트레스의 개념과 제 요인 = 5
• 2. 스트레스 분류 요인 및 세부 유발요인 = 7
• 3. 특수 교사의 직무 스트레스와 그 영향 = 10
• 4. 스트레스 대처 방안 = 18
• 5. 직무 스트레스의 해소방안 = 20
• 6. 특수학교 교사 직무 스트레스 연구 동향 = 22
• Ⅲ. 연구 방법 = 25
• 1. 연구 대상 = 25
• 2. 연구 도구 = 25
• 3. 연구 절차 = 28
• 4. 자료 처리 = 28
• Ⅳ. 결과 및 논의 = 29
• 1. 지체부자유 학교 교사의 직무 스트레스 양상 분석 = 29
• 2. 지체부자유 학교 교사의 직무 스트레스 해소 방법 분석 = 34
• 3. 지체부자유 학교 교사의 직무스트레스 유형별 수준과 스트레스 해소 방법간의 관계 분석 = 39
• 4. 종합 논의 = 42
• Ⅴ. 결론 및 제언 = 47
• 1. 결론 = 47
• 2. 제언 = 48
• 참고문헌 = 49
• Abstract = 53
• 부록 = 56