특수교사와 일반교사의 소진,직무환경의 위험요소 및 사회적 지지와의 관계성 연구 = Burnout, Risk factors of the Job environment, and Social Support Relationships of Special Education Teachers and General Education Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate burnout, risk factors of the job environment, and social support relationships of special education teachers and general education teachers.
The subjects in this study were 243 selected teachers who served Daegu-Gyeongbuk Area, including 114 special education teachers and 129 general education teachers.
Tree kind of tests were used in this study; The level of burnout was assessed by the Maslach Burnout Inventory (Marslach & Jackson, 1986). It measured three aspects of burnout syndrome: emotional exhaustion, depersonalization, and reduced personal accomplishment. Occupational stress was measured by the questionnaire developed by Jayaratne and Chess(1981). It is composed of four subscales: lack of challenge, role conflict, role ambiguity, and role overload. Perceived social support from supervisors, colleagues, and family was assessed by the questionnaire developed by Caplan, Cobb, French, Harrison & Pinneau Maslach Burnout Inventory(Maslach & Jackson 1996), Interpersonal Support Evaluation List : ISEL(Cohen & Hoberman, 1983), The Way of Stress Coping Checklist(Forkman & Lazarus) (1980).
The answered questionnaires were analyzed using SPSS program. Pearson's correlation analysis, multiple regression analysis, t-test was used for the data analysis.
The conclusion of this study is as follows.
First, the special education teacher's who highly perceived the risk factors of the job environment, have stronger burnout.
Second, the special education teacher's who highly perceived social support, have the decrease of burnout.
Third, the general education teacher's who highly perceived the risk factors of the job environment, have stronger burnout.
Forth, the general education teacher's who highly perceived social support, have the decrease of burnout.
Finally, There is not a significant difference between burnout of the special education teacher and burnout of the general education teacher. There is not a significant difference between risk factors of the job environment of the special education teacher and risk factors of the job environment of the general education teacher. There is a significant difference between social support of the special education teacher and social support of the general education teacher.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구 의의 = 1
• 2. 연구 목적 = 5
• 3. 용어 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 교사의 소진 = 7
• 2. 소진과 직무환경의 위험요소와의 관계 = 13
• 3. 소진과 사회적 지지와의 관계 = 16
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 연구 도구 = 20
• 3. 연구 절차 = 22
• 4. 자료 처리 = 22
• Ⅳ. 결과 및 논의 = 24
• 1. 특수교사의 소진, 직무환경의 위험요소, 사회적 지지간의 관계 = 24
• 2. 일반교사의 소진, 직무환경의 위험요소, 사회적 지지간의 관계 = 28
• 3. 교사직종에 따른 소진, 직무환경의 위험요소, 사회적 지지의 차이 = 32
• Ⅴ. 결론 및 제언 = 35
• 1. 결론 = 35
• 2. 제언 = 37
• 참고문헌 = 38
• Abstract = 43
• 부록 교사의 소진, 직무환경의 위험요소 및 사회적지지에 관한 질문지 = 45