유치원 교사의 전문성 발달에 따른 소진과 자아탄력성과의 차이 = A Difference Between Burnout and Ego-Resilience By Development of Professionalism of Kindergarten Teachers

다국어 초록 (Multilingual Abstract)

This study is to provide fundamental information of education suitable for needs and situation of kindergarten teachers in each level of professionalism development in order to prevent their burnout in educational sites by examining a difference between burnout and ego-resilience and relation between them according to their development level of professionalism.

For achieving this purpose, research questions were set up as following;
1) Is there a difference in burnout according to development level of kindergarten teachers' professionalism?
2) Is there a difference in ego-resilience according to development level of kindergarten teachers' professionalism?

This research was carried out aiming at teachers who are teaching in kindergartens located in Busan city and Kyung-nam province and of 380 questionnaires distributed, excepting for 147 papers that were not collected or were insincerely answered, 233 papers were used for analyzing the results of this study. Also, a tool measuring development of professionalism, burnout and ego-resilience of kindergarten teachers was used to determine the effects of burnout and ego-resilience on their development of professionalism. The findings of this research are as below.
First, it was found that development level of kindergarten teachers' professionalism didn't influence their burnout. However, a group with high development level of professionalism had a higher recognition on a lack of feeling of accomplishment and a group with low development level of professionalism had a higher recognition on dehumanization section in the subordinate section.
Second, both of the upper and subordinate group of development of professionalism had a significance difference in ego-resilience. More specifically, its upper group gained higher grades in not only, confidence, efficiency of personal relations, optimistic attitude and control of anger, but also in ego-resilience. This result means that kindergarten teachers with high development level of professionalism have high ego-resilience on the whole.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• 1. 유치원 교사와 전문성 8
• 1) 전문직으로서의 유치원 교사 8
• 2) 유치원 교사의 전문성 발달 11
• 2. 소진 14
• 1) 소진의 개념 14
• 2) 소진의 원인 및 발달단계 16
• 3) 유치원 교사 소진의 증후 및 결과 22
• 3. 자아탄력성 23
• 1) 자아탄력성의 개념 23
• 2) 자아탄력성의 요소 25
• 3) 자아탄력적인 사람의 특성 27
• 4. 소진과 자아탄력성과의 관계 30
• Ⅲ. 연구방법 33
• 1. 연구대상 33
• 2. 측정도구 36
• 3. 자료수집 41
• 4. 자료분석 41
• Ⅳ. 연구결과 42
• 1. 유치원 교사의 전문성 발달 수준에 따른 소진의 차이 42
• 2. 유치원 교사의 전문성 발달 수준에 따른 자아탄력성의 차이 43
• Ⅴ. 논의 및 결론 46
• 1. 논의 46
• 2. 결론 49
• 참고문헌 51
• 부록 53