Doctoral Dissertation Development and Validation of Early Childhood Teachers Burnout scale Kim, Yean-Ock Department of Education Graduate School Kyungsung University Advisor : Cheon, Seong-Moon Abstract The purpose of this study was to ...
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https://www.riss.kr/link?id=T12716223
- 저자
-
발행사항
부산 : 경성대학교 대학원, 2012
- 학위논문사항
-
발행연도
2012
-
작성언어
한국어
- 주제어
-
KDC
375.104 판사항(4)
-
발행국(도시)
부산
-
형태사항
iv, 137p. : 삽도 ; 26cm
-
일반주기명
참고문헌: p.79-92
-
소장기관
- 경성대학교 도서관
- 국립중앙도서관
- 경성대학교 도서관
-
0
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부가정보
다국어 초록 (Multilingual Abstract)
Doctoral Dissertation
Development and Validation of
Early Childhood Teachers Burnout scale
Kim, Yean-Ock
Department of Education
Graduate School
Kyungsung University
Advisor : Cheon, Seong-Moon
Abstract
The purpose of this study was to develop an early childhood teachers burnout scale and to examine its validity. Four research questions were posed:Four research questions set up for the study were following; first, what are the factors and item composition of a burnout scale developed based on the results of a pilot study?, second, what are the factors, item structure and reliability of a finalized burnout scale?, third, what is the construct validity of a finalized burnout scale?, finally, what is the concurrent validity of a finalized burnout scale?
Domestic and foreign earlier studies related to burnout were analyzed to make a definition of burnout, and five subfactors of burnout were selected. Subfactors were physical exhaustion, emotional exhaustion, depersonalization, diminished of personal accomplishment and dissatisfaction with job environments.
And then 126 items were selected by analyzing existing burnout scales, and 75 items were selected after early childhood teachers were interviewed in small group and were categorized according to subfactors. The selected items were constructed and reviewed by this researcher, an early childhood education professor, two Ph.D. students in counseling psychology and two Ph.D. students in early childhood education. As a result, 66 items were selected as preliminary items. The content validity of the selected items was tested again by four counseling psychology professors and four early childhood education professors, and 33 preliminary items were selected. When the content validity of the items was tested for the third time by five kindergarten teachers, all the 33 items were selected according to the agreement of every teacher.
Finally, an exploratory factor analysis was made by using the burnout scale that consisted of the final preliminary items. A survey was conducted on 525 teachers from kindergartens and daycare centers located in seven regions: Busan, South Gyeongsang Province, Ulsan, North Gyeongsang Province, Gwangju, Daejeon and Seoul. As a result, a burnout scale was composed of four factors not five and 18 items were developed. Physical exhaustion and emotional exhaustion were consolidated into one, depersonalization was not appeared, diminished of personal accomplishment was divided into vocational skepticism and incompetence and then dissatisfaction with job environments was intactly shown as one factor. When the reliability of the 18 items was tested, the item internal consistency(Cronbach alpha) of the four factors and the scale were between .70 and .85, which showed that the item internal consistency of the four factors and the scale was good.
To verify the construct validity and concurrent validity of the early childhood teacher burnout scale, 366 teachers were surveyed from kindergartens and daycare centers in Busan, South Gyeongsang Province, Ulsan, North Gyeongsang Province, Gwangju, Daejeon and Seoul. An analysis of the correlation of it to the K-CBI, a job stress scale and a job satisfaction scale were conducted. And then the scale turned out good in every regard. In the confirmatory factor analysis, the CFI, TLI and RMSEA of the selected four burnout subfactors turned out good. According to the results of the concurrent validity test, the burnout scale had a close positive correlation to the K-CBI and the job stress scale, and had a strong negative correlation to the job satisfaction scale.
The early childhood teacher burnout scale developed in this study is expected to make it possible to have a better understanding of the burnout of early childhood teachers and improve the validity of studies on early childhood teacher burnout.
Based on the findings of the study, the following conclusion was reached:
First, the preliminary items of the early childhood teacher burnout scale were prepared by analyzing existing burnout scales, by having an interview with early childhood teachers in small group and by analyzing the interview data, and the content validity of the items was tested three times by early childhood teachers, counseling psychology experts and early childhood education experts. An exploratory factor analysis and a reliability test were carried out as well, and then the early childhood teacher burnout scale was developed, which consisted of four factors (physical/emotional exhaustion, vocational skepticism, dissatisfaction with job environments and incompetence) and 18 items.
Second, the construct validity test(confirmatory factor analysis) and the concurrent validity test(correlation analysis of the scale to the K-CBI, the job stress scale and the job satisfaction scale) were carried out to verify the validity of the early childhood teacher burnout scale. And the scale turned out to be one of valid instruments to measure the burnout of early childhood teachers.
In addition, the limitations of the study and possible follow-up projects are proposed in the conclusion section.
Development and Validation of
Early Childhood Teachers Burnout scale
Kim, Yean-Ock
Department of Education
Graduate School
Kyungsung University
Advisor : Cheon, Seong-Moon
Abstract
The purpose of this study was to develop an early childhood teachers burnout scale and to examine its validity. Four research questions were posed:Four research questions set up for the study were following; first, what are the factors and item composition of a burnout scale developed based on the results of a pilot study?, second, what are the factors, item structure and reliability of a finalized burnout scale?, third, what is the construct validity of a finalized burnout scale?, finally, what is the concurrent validity of a finalized burnout scale?
Domestic and foreign earlier studies related to burnout were analyzed to make a definition of burnout, and five subfactors of burnout were selected. Subfactors were physical exhaustion, emotional exhaustion, depersonalization, diminished of personal accomplishment and dissatisfaction with job environments.
And then 126 items were selected by analyzing existing burnout scales, and 75 items were selected after early childhood teachers were interviewed in small group and were categorized according to subfactors. The selected items were constructed and reviewed by this researcher, an early childhood education professor, two Ph.D. students in counseling psychology and two Ph.D. students in early childhood education. As a result, 66 items were selected as preliminary items. The content validity of the selected items was tested again by four counseling psychology professors and four early childhood education professors, and 33 preliminary items were selected. When the content validity of the items was tested for the third time by five kindergarten teachers, all the 33 items were selected according to the agreement of every teacher.
Finally, an exploratory factor analysis was made by using the burnout scale that consisted of the final preliminary items. A survey was conducted on 525 teachers from kindergartens and daycare centers located in seven regions: Busan, South Gyeongsang Province, Ulsan, North Gyeongsang Province, Gwangju, Daejeon and Seoul. As a result, a burnout scale was composed of four factors not five and 18 items were developed. Physical exhaustion and emotional exhaustion were consolidated into one, depersonalization was not appeared, diminished of personal accomplishment was divided into vocational skepticism and incompetence and then dissatisfaction with job environments was intactly shown as one factor. When the reliability of the 18 items was tested, the item internal consistency(Cronbach alpha) of the four factors and the scale were between .70 and .85, which showed that the item internal consistency of the four factors and the scale was good.
To verify the construct validity and concurrent validity of the early childhood teacher burnout scale, 366 teachers were surveyed from kindergartens and daycare centers in Busan, South Gyeongsang Province, Ulsan, North Gyeongsang Province, Gwangju, Daejeon and Seoul. An analysis of the correlation of it to the K-CBI, a job stress scale and a job satisfaction scale were conducted. And then the scale turned out good in every regard. In the confirmatory factor analysis, the CFI, TLI and RMSEA of the selected four burnout subfactors turned out good. According to the results of the concurrent validity test, the burnout scale had a close positive correlation to the K-CBI and the job stress scale, and had a strong negative correlation to the job satisfaction scale.
The early childhood teacher burnout scale developed in this study is expected to make it possible to have a better understanding of the burnout of early childhood teachers and improve the validity of studies on early childhood teacher burnout.
Based on the findings of the study, the following conclusion was reached:
First, the preliminary items of the early childhood teacher burnout scale were prepared by analyzing existing burnout scales, by having an interview with early childhood teachers in small group and by analyzing the interview data, and the content validity of the items was tested three times by early childhood teachers, counseling psychology experts and early childhood education experts. An exploratory factor analysis and a reliability test were carried out as well, and then the early childhood teacher burnout scale was developed, which consisted of four factors (physical/emotional exhaustion, vocational skepticism, dissatisfaction with job environments and incompetence) and 18 items.
Second, the construct validity test(confirmatory factor analysis) and the concurrent validity test(correlation analysis of the scale to the K-CBI, the job stress scale and the job satisfaction scale) were carried out to verify the validity of the early childhood teacher burnout scale. And the scale turned out to be one of valid instruments to measure the burnout of early childhood teachers.
In addition, the limitations of the study and possible follow-up projects are proposed in the conclusion section.
Doctoral Dissertation
Development and Validation of
Early Childhood Teachers Burnout scale
Kim, Yean-Ock
Department of Education
Graduate School
Kyungsung University
Advisor : Cheon, Seong-Moon
Abstract
The purpose of this study was to develop an early childhood teachers burnout scale and to examine its validity. Four research questions were posed:Four research questions set up for the study were following; first, what are the factors and item composition of a burnout scale developed based on the results of a pilot study?, second, what are the factors, item structure and reliability of a finalized burnout scale?, third, what is the construct validity of a finalized burnout scale?, finally, what is the concurrent validity of a finalized burnout scale?
Domestic and foreign earlier studies related to burnout were analyzed to make a definition of burnout, and five subfactors of burnout were selected. Subfactors were physical exhaustion, emotional exhaustion, depersonalization, diminished of personal accomplishment and dissatisfaction with job environments.
And then 126 items were selected by analyzing existing burnout scales, and 75 items were selected after early childhood teachers were interviewed in small group and were categorized according to subfactors. The selected items were constructed and reviewed by this researcher, an early childhood education professor, two Ph.D. students in counseling psychology and two Ph.D. students in early childhood education. As a result, 66 items were selected as preliminary items. The content validity of the selected items was tested again by four counseling psychology professors and four early childhood education professors, and 33 preliminary items were selected. When the content validity of the items was tested for the third time by five kindergarten teachers, all the 33 items were selected according to the agreement of every teacher.
Finally, an exploratory factor analysis was made by using the burnout scale that consisted of the final preliminary items. A survey was conducted on 525 teachers from kindergartens and daycare centers located in seven regions: Busan, South Gyeongsang Province, Ulsan, North Gyeongsang Province, Gwangju, Daejeon and Seoul. As a result, a burnout scale was composed of four factors not five and 18 items were developed. Physical exhaustion and emotional exhaustion were consolidated into one, depersonalization was not appeared, diminished of personal accomplishment was divided into vocational skepticism and incompetence and then dissatisfaction with job environments was intactly shown as one factor. When the reliability of the 18 items was tested, the item internal consistency(Cronbach alpha) of the four factors and the scale were between .70 and .85, which showed that the item internal consistency of the four factors and the scale was good.
To verify the construct validity and concurrent validity of the early childhood teacher burnout scale, 366 teachers were surveyed from kindergartens and daycare centers in Busan, South Gyeongsang Province, Ulsan, North Gyeongsang Province, Gwangju, Daejeon and Seoul. An analysis of the correlation of it to the K-CBI, a job stress scale and a job satisfaction scale were conducted. And then the scale turned out good in every regard. In the confirmatory factor analysis, the CFI, TLI and RMSEA of the selected four burnout subfactors turned out good. According to the results of the concurrent validity test, the burnout scale had a close positive correlation to the K-CBI and the job stress scale, and had a strong negative correlation to the job satisfaction scale.
The early childhood teacher burnout scale developed in this study is expected to make it possible to have a better understanding of the burnout of early childhood teachers and improve the validity of studies on early childhood teacher burnout.
Based on the findings of the study, the following conclusion was reached:
First, the preliminary items of the early childhood teacher burnout scale were prepared by analyzing existing burnout scales, by having an interview with early childhood teachers in small group and by analyzing the interview data, and the content validity of the items was tested three times by early childhood teachers, counseling psychology experts and early childhood education experts. An exploratory factor analysis and a reliability test were carried out as well, and then the early childhood teacher burnout scale was developed, which consisted of four factors (physical/emotional exhaustion, vocational skepticism, dissatisfaction with job environments and incompetence) and 18 items.
Second, the construct validity test(confirmatory factor analysis) and the concurrent validity test(correlation analysis of the scale to the K-CBI, the job stress scale and the job satisfaction scale) were carried out to verify the validity of the early childhood teacher burnout scale. And the scale turned out to be one of valid instruments to measure the burnout of early childhood teachers.
In addition, the limitations of the study and possible follow-up projects are proposed in the conclusion section.
목차 (Table of Contents)
- 목 차
- 표 목차 ⅲ
- 그림 목차 ⅳ
- 목 차
- 표 목차 ⅲ
- 그림 목차 ⅳ
- Ⅰ. 서 론 1
- 1. 연구의 필요성과 목적 1
- 2. 연구문제 5
- 3. 용어의 정의 5
- Ⅱ. 이론적 배경 7
- 1. 소진 7
- 2. 유아교사와 소진 12
- 3. 소진척도 개발에 관한 선행연구 고찰 21
- Ⅲ. 소진척도 개발 30
- 1. 기초 예비문항 작성 31
- 2. 내용타당도 검증 및 예비문항 작성 37
- 3. 최종 소진척도 개발 43
- Ⅳ. 소진척도의 타당화 56
- 1. 연구대상 56
- 2. 연구도구 58
- 3. 연구절차 62
- 4. 자료분석 62
- 5. 연구결과 63
- Ⅴ. 논 의 68
- Ⅵ. 요약, 결론 및 제언 76
- 1. 요약 및 결론 76
- 2. 제언 78
- 참고문헌 79
참고문헌 (Reference)
1. Staff Burnout, Freudenberher, Staff burn-out, , 1974
2. Becoming a helper, Corey, Marianne Schneider, Brooks/Cole, Becoming a helper, , 1998
3. 타당도와 신뢰도, 성태제, 良書院, , 1996
4. 상담자 소진:개관, 정남운, 윤아랑(Ah Rang Yun), 韓國心理學會 相談心理 및 心理治療學會, 상담자 소진: 개관, , 2011
5. The teacher burnout Scale, Seidman, Zager, Seidman, S. A., , 1986
6. 열정으로 가르치기, 박은혜, , 2007
7. Stress, appraisal, and coping, Lazarus, Richard S, Springer, Stress appraisal and coping, , 1984
8. Industrial Psychology(6th ed.), 박영애, Industrial psychology (6th ed.), , 1974
9. Career burnout: Cause and cures, Pines, Aronson, , 1988
10. Maslach burnout inventory manual, Maslach, Christina, Consulting Psychologists Press, , 1996
1. Staff Burnout, Freudenberher, Staff burn-out, , 1974
2. Becoming a helper, Corey, Marianne Schneider, Brooks/Cole, Becoming a helper, , 1998
3. 타당도와 신뢰도, 성태제, 良書院, , 1996
4. 상담자 소진:개관, 정남운, 윤아랑(Ah Rang Yun), 韓國心理學會 相談心理 및 心理治療學會, 상담자 소진: 개관, , 2011
5. The teacher burnout Scale, Seidman, Zager, Seidman, S. A., , 1986
6. 열정으로 가르치기, 박은혜, , 2007
7. Stress, appraisal, and coping, Lazarus, Richard S, Springer, Stress appraisal and coping, , 1984
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10. Maslach burnout inventory manual, Maslach, Christina, Consulting Psychologists Press, , 1996
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12. The construct validity of burnout, Meier, , 1984
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14. To teach : the journey of a teacher, Ayers, William, Teachers College Press, , 2001
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16. 유아교사의 직무만족과 소진, 문채련, 이소은, , 2005
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