초등학교 특수학급 교사의 대인관계 스트레스가 소진에 미치는 영향 : 낙관성의 매개효과를 중심으로 = The effect of interpersonal relationship stress of special education teachers of elementary school on burnout : focusing on the mediation effect of optimism

다국어 초록 (Multilingual Abstract)

This study intends to examine the effect of interpersonal relationship stress of special education teachers of elementary school a on burnout : with the mediation effect of optimism. By analyzing the factors that affect burnout of special education teachers of elementary school, this study will provide basic information that would protect the burnout and help the special education teachers have a successful teacher life leading to Inclusive Education.
The followings are the research questions: (1), what are the relationships between special education teacher’s general circumstance and burnout?; (2), what are the relationships between interpersonal relationship stress of special education teachers, optimism, and burnout?; (3), how does optimism mediate the relationships between stress of special education teachers in the elementary school and burnout?
In order to measure the degree of burnout for teachers the test tools used for this research were the Maslach Burnout Inventory(MBI) developed by Maslach and Jackson(1986) and to measure optimism, Revised Life Orientation Test(LOT-R) revised by Scheier, Carver, & Bridge in 1994. Also, Inventory of interpersonal stress, which has proven reliability and validity in Ha Jae-Yun(1996) and No Joung-Hae(2001)'s research, was adapted to measure the interpersonal relationship stress.
In order to verify this research project, this research did a survey targeting 200 special education teachers belonging to the office of education of Daegu and Gyeongsangbuk-do. Among collected questionnaires, 110 ones were used to analyze the result of this research and collected materials were analyzed by using SPSS 17.0 program. As a way to process the materials, descriptive statistics was drawn to go over the tendency of interpersonal relationship stress, optimism, and burnout, and correlation analysis applied in order to figure out the correlations between interpersonal relationship stress, optimism, and burnout. Finally, multiple regression analysis took place to find out the effect the optimism between interpersonal relationship stress and burnout
The major results gained from this study are summed up below.
First, according to the results, burnout was caused by the teacher's circumstance at school. The more classes the special education teachers had, the more exhausted they felt, and the more interpersonal relationship stress they got from co-workers, the more exhausted they became.
Second, according to the result of the correlation between interpersonal relationship stress, optimism, teacher's burnout, interpersonal relationship stress and optimism all showed statistically significant correlation. Burnout and interpersonal relationship stress indicated relatively positive correlation while burnout and optimism had negative correlation. Interpersonal relationship stress and optimism also showed negative correlation
Third, based on the result of regression analysis to verify the mediation effect of optimism in the relationship between interpersonal relationship stress and burnout, interpersonal relationship stress affected burnout and optimism, the effect of optimism, the parameter, upon burnout was statistically signigicant the effect of special teacher's interpersonal relationship stress on burnout reduced when teacher's optimism was inputted.
The followings are the educational implications of this research.
First, it is found that the greater number of classes special education teachers are charged with, the higher the tendency of emotional exhaustion, which is a subcategory of burnout. Thus, a way to lower special education's burnout is to reduce their burden of classess.
Second, when special education teachers are exhausted y the interpersonal relationship stress caused by supervisors such as a principal, and co-workers, organized training to help understand special education is necessary since it could have a bad effect on Inclusive education for disabled students.
Third, special education teachers should perceive the importance of optimism and try to develop the practical and specific programs that heighten optimism in order to accept the situation in a positive way, charged with special education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 6
• 4. 연구의 범위 7
• Ⅱ. 이론적 배경 8
• 1. 소진 8
• 2. 낙관성 14
• 3. 대인관계 스트레스 19
• Ⅲ. 연구 방법 24
• 1. 연구 대상 24
• 2. 측정 도구 25
• 3. 연구모형 및 자료처리 28
• Ⅳ. 연구 결과 30
• 1. 교사의 대인관계 스트레스, 낙관성, 소진의 기술 통계치 30
• 2. 교사의 배경 변인별 소진의 경향31
• 3. 대인관계 스트레스 하위유형이 소진에 미치는 영향 33
• 4. 대인관계 스트레스, 낙관성 및 소진의 상관관계 34
• 5. 교사의 대인관계 스트레스와 소진의 관계에서 낙관성의 매개효과 36
• Ⅴ. 요약 및 논의 41
• 참고문헌 46
• ABSTRACT 50
• <부록 1> 52