중등교사의 심리경향에 따른 교사효능감과 직무만족도 관계 = (A) Study on the Relationship between Teachers' Efficacy and Job Satisfaction according to Middle School and High School Teachers' Psychological Types

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the relationship between teachers' efficacy and job satisfaction by psychological type of teachers. In addition, this study aims at providing basic data to enhance teachers' efficacy and job satisfaction.
Key study questions in this study are as follows.
1. Is there any difference in teachers' efficacy by psychological type?
2. Is there any difference in job satisfaction by psychological type?
3. Is there any relationship between teacher's efficacy and job satisfaction by psychological type?
The questionnaires were distributed to 240 teachers working at 10 middle schools and 1 high school in Pusan.
The survey measures used in this study were the GS type MBTI which can be self-scored, the Teacher-efficacy Scale validated by Mi-Jin Kim(2003) and the Teacher's Job Satisfaction Questionnaire(TJSQ) developed by Jong-Hee Ro(2001).
Reliability analysis, one-way ANOVA, and Correlation analysis, Multiple regression analysis methods were used to analyze the data collected from the questionnaires.
The findings of this study were as follows.
First, significant difference was partly showed in the teachers' efficacy by psychological type. Teachers who had extraversion-introversion (EI) psychological type showed significant difference. Namely E's score were higher than those of I at self-regulatory efficacy factor and self-confidence factor. Except EI psychological type, there was not any significant difference in terms of Sensing-iNtuition(SN), Thinking- Feeling(TF) and Judgement-Perception(JP).
Second, significant difference was partly showed at the job satisfaction by psychological type. Teachers who had EI and JP psychological type showed significant difference. Namely E's scores were higher than those of I at advancement factor, innovation factor, a sense of comradeship factor, and a sense of teaching. In terms of SN, N's scores were higher significantly than those of S at advancement factor. In terms of JP, J's scores were higher significantly than those of P at advancement factor and a sense of teaching factor. And, in terms of TF, there was not any other difference at sub-factors of job satisfaction.
Third, there were significant differences in which sub-factors of teacher's efficacy influence to job satisfaction by psychological type. In terms of EI, E's influence of task-difficulty preference to job satisfaction was higher significantly than that of I. I's influences of task-difficulty preference and self-regulatory efficacy to job satisfaction were higher significantly than those of E. In terms of SN, S's influences of self-regulatory efficacy and task-difficulty preference to job satisfaction were higher significantly than those of N. N's influence of self-regulatory efficacy to job satisfaction was higher significantly than that of S. In terms of TF, T's influence of self-regulatory efficacy to job satisfaction was higher significantly than that of F. F's influence of task-difficulty preference to job satisfaction was higher significantly than that of T. In terms of JP, the influences of self-regulatory efficacy and task-difficulty preference to job satisfaction were all significant at J and P. But, J's influence was more than that of P.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 , 8
• 1. 심리경향 8
• 2. 교사효능감 11
• 3. 교사의 직무만족도 17
• 4. 심리경향과 교사효능감 및 직무만족도 21
• Ⅲ. 연구방법 27
• 1. 연구대상 27
• 2. 측정도구 28
• 3. 연구절차 30
• 4. 자료분석 31
• Ⅳ. 결과해석 및 논의 32
• 1. 결과해석 32
• 2. 논의 59
• Ⅴ. 요약 및 결론 67
• 1. 요약 67
• 2. 결론 70
• 3. 제언 71
• 참고문헌 72
• 부 록 80
• Abstract 86