보육교사의 직무환경과 직무스트레스가 직무만족에 미치는 영향 : 광주광역시 보육교사를 중심으로

다국어 초록 (Multilingual Abstract)

As the society becomes more diverse and families are getting nuclearized, rearing of children is becoming a responsibility of the government. Childcare Law in 2005 laid the ground for quality improvement of daycare services and reinforced the idea that child care is the duty of the government. It also helped nursery centers to spring up and brought public attention to the quality of childcare. The childminder's performance directly affects the very quality of service; therefore, we must to know what kind of environment they work in, job satisfaction levels, and factors behind them. We should tackle the work place problems of daycare teachers to improve the overall service. For that matter, the research will examine key aspects, such as work environment and stress factors that play critical part in job satisfaction of teachers, and offer a due solution.
The findings are as follows:
First, younger the childminders get, higher the stress from dealing with people. The rate was higher among unmarried teachers. As to teacher qualifications, Level 2 teachers had the biggest economic and relationship difficulties. Teachers who work at government facilities had more stress regarding the work and finances compared to the teachers who work at homes.
Second, when we examined the work environment, those who care for young children below the age of 3 and half had the highest level of stress. Childminders who receive less than a million won per month and those who didn't take vacation from work had the biggest economic burden. Teachers who work over 12 hours a day were among the most fatigued group in terms of stress level regarding job, work environment, and finances.
Third, when we surveyed the relationship between individual differences, work environment, stress, and job satisfaction, people with higher education level were happier about the work facility, relationship with colleagues, and welfare. Teachers who had less experience and qualifications were less satisfied at work. Those who work at public, corporate, and private facilities were happier than those working at home settings. The higher use of vacation days, and re-education programs meant higher level of happiness concerning job satisfaction, relations with co-workers, children's parents, welfare, and wages. People who did not receive retirement benefits were less content about welfare and wage. People who felt more pressured about their jobs were less satisfied about their work, and felt less respected in society. Higher the economic burden, survey showed, lower the contentment with the work workplace, co-workers, parents of the children, application for re-education, welfare, and wages. Childminders who were more stressed about the workplace environment were less happy about the facilities and welfare.
In conclusion, among work descriptions, number of days used for vacation, payment of retirement money, number of participation of re-education programs, and monthly wages are the factors that have a direct impact on satisfaction level of childminders. Due solution is vital to improve work conditions of daycare centers, which would in turn, help teachers to feel more happy about their jobs. The biggest culprit of unhappy teachers is the low wage. Therefore, the government should dully raise the overall wage of childcare teachers and enforce a better system of payment concerning labor costs and overtime pay. Senior teachers would stay on the job more stably if authorities prepare a salary step system that support higher wages for experienced teachers and homeroom teachers. It would also do well to reflect teacher's qualifications and the education level when setting up the pay system.

Key words : Daycare Center Teachers, Working Environment, Job Stress,
Job Satisfaction.

국문 초록 (Abstract)

사회가 다양해지고 가족이 핵가족화 되면서 아이의 양육은 국가적, 사회적 책임이라는 인식으로 확산되어감에 따라 사회적 양육이 불가피하게 되었다. 영·유아 보육사업은 2005년 영·유아보육법의 시행에 따라 보육서비스의 질적 수준 향상과 보육의 공공성 강화 등을 통해 획기적으로 발전할 수 있는 계기를 마련하였으며, 양적인 발전과 함께 보육시설의 증가와 더불어 보육의 질에 대한 관심도 증가하게 되었다. 보육의 주체가 되는 보육교사가 보육현장에서 발휘하는 여러 가지 직무 능력이나 보육서비스들은 보육의 질에 직접적인 요인이 될 수 있다. 그러므로 보육교사가 어떤 직무환경에서 일하며, 어느 정도의 직무만족을 가지고 있는지 그에 대한 요인을 파악하고 양질의 보육환경을 제공할 수 있는 요건으로의 교사의 역할과 보육의 효과성을 증대시키기 위해 그에 대한 개선방안을 검토하는 것은 보육의 질적 향상을 위해 반드시 필요하다하겠다. 따라서 본 연구는 보육교사의 직무환경과 직무스트레스가 직무만족에 영향을 주리라고 예상되는 변인들의 특성에 따른 차이와 직무만족에 미치는 영향을 살펴보고 그 대안을 마련하는데 목적을 두고자 하였다.
본 연구에서 나타난 결과는 다음과 같다.
첫째, 보육교사의 연령이 낮을수록 보육, 대인관계스트레스를 많이 받고 있는 것으로 나타났으며, 기혼보다는 미혼이 대인관계에서 스트레스를 더 많이 받는 것으로 나타났다. 보육교사 자격과 관련하여서는 보육교사2급이 대인관계나 경제적 스트레스가 가장 높았으며, 국·공립 시설의 보육교사가 기준시설인 가정시설의 보육교사에 비하여 보육활동, 업무관련, 경제적 스트레스를 더 많이 받고 있는 것으로 나타났다.
둘째, 직무환경에 따른 스트레스를 보면, 담당원아연령이 3세반인 보육교사가 모든 항목에서 스트레스가 가장 높게 나타났으며, 100만원 미만의 보수를 받는 보육교사와 휴가를 한 번도 가지 않은 보육교사에게서 경제적 스트레스가 가장 높게 나타났다. 또한 12시간 이상을 근무하는 보육교사도 업무관련, 근무환경, 경제적 스트레스를 많이 받는 것으로 조사되었다.
셋째, 개인적 변인, 직무환경, 직무스트레스와 직무만족과의 관계를 보면 최종학력이 높을수록 시설장관련, 동료관계, 복지후생직무만족이 높게 나타났으며, 경력이나 자격이 낮을수록 시설장관련 직무만족이 낮게 나타났다. 국공립, 법인, 민간시설이 가정보육시설에 비하여 보수 관련 직무만족에서 더 높은 만족을 나타냈으며, 휴가사용일수, 재교육참여 횟수가 많을수록 직무자체만족, 동료관계, 학부모관련, 복지후생, 보수 관련 직무만족에서 높게 나타났고, 퇴직급여를 시행 하지 않을수록 복지후생, 보수 관련 직무만족에서 낮게 나타났다. 또한 보육스트레스가 높을수록 직무자체, 사회적 인정 직무만족이 낮게 나타났으며, 경제적 스트레스가 높을수록 시설장관련, 동료관계, 학부모관련, 재교육지원, 복지후생, 보수 관련 직무만족에서 낮은 만족을 보였다. 또한, 근무환경에 대한 스트레스가 높을수록 시설장관련, 복지후생직무만족은 낮게 나타났다.
전체적인 분석결과를 볼 때, 보육교사의 직무환경 중 휴가사용일수, 퇴직급여시행여부, 재교육참여횟수, 월평균보수는 보육교사의 직무만족에 직접적인 영향을 주는 요인으로서, 직무환경 개선을 통한 직무만족을 해결해줄 수 있는 방안이 마련되어야 할 것이다. 또한, 직무스트레스와 직무만족에 가장 높은 비중을 차지하고 있는 보육교사의 보수 수준을 상향 조정하고, 인건비나 초과근무수당 등의 처우를 제대로 시행하여 경력자가 보육시설에 계속 안정적으로 일할 수 있도록 직급수당 지원 및 담임수당지원과 자격 및 학력을 고려한 보수규정을 마련하여야 하며, 보육교사들의 호봉산정을 명확하게 하여 적절하게 대우해야 할 것이다.

주제어 : 보육교사, 직무환경, 직무스트레스, 직무만족.

목차 (Table of Contents)

• Ⅰ. 서론 ······································································· 1
• 1. 연구의 목적 및 필요성 ················································· 1
• 2. 연구문제 ································································· 3
• Ⅱ. 이론적 고찰 ······························································· 4
• 1. 광주광역시 보육시설의 유형 및 현황 ·································· 4
• 1) 보육시설의 유형 ····························································· 4
• 2) 보육시설의 현황 ····························································· 6
• 2. 보육교사의 직무환경 ···················································· 9
• 1) 보육교사의 자격 ····························································· 9
• 2) 보육교사와 아동의 비율 ···················································· 10
• 3) 보육교사의 근무시간 ························································ 11
• 4) 보육교사 보수기준 ··························································· 12
• 5) 보육교사 경력관리 ··························································· 15
• 6) 보육교사 보수교육 ··························································· 16
• 7) 보육시설 근로 관련 법․제도 ············································· 17
• 8) 선행연구 비교검토 ························································ 29 3. 보육교사의 직무스트레스 ··············································· 31
• 1) 직무스트레스의 개념 ························································ 31
• 2) 직무스트레스 요인 ··························································· 33
• 3) 선행연구 비교검토 ··························································· 34
• 4. 보육교사의 직무만족 ··················································· 36 1) 직무만족의 개념 ······························································· 36
• 2) 직무만족의 중요성 ···························································· 37
• 3) 직무만족 이론 ································································· 38
• 4) 선행연구 비교검토 ···························································· 43
• Ⅲ. 연구방법 ·································································· 46
• 1. 연구대상 ································································· 46
• 2. 연구도구 ································································· 46
• 1) 직무스트레스······························································ 46
• 2) 직무만족··································································· 47
• 3) 직무환경··································································· 48
• 3. 연구모형 ·································································· 50
• Ⅳ. 연구결과 ·································································· 51
• 1. 보육교사의 일반적 특성·················································· 51
• 2. 보육교사의 개인적 변인에 따른 직무스트레스························· 52
• 1) 연령에 따른 차이························································· 53
• 2) 최종학력에 따른 차이···················································· 53
• 3) 보육교사 경력에 따른 차이··············································· 54
• 4) 결혼여부에 따른 차이····················································· 54
• 5) 자격증에 따른 차이············································