유치원 교사의 역기능적 완벽주의, 개인적 교수효능감, 직무스트레스와 교사소진의 관계

다국어 초록 (Multilingual Abstract)

(Abstract)

The purpose of this study was to find what causes kindergarten teacher burnout and to take a close look into each cause. The studying of previous research and theories found that variables in teacher burnout-adverse perfectionism, teacher's sense of efficacy and work stress-and their relations were set for the study target.
The subjects for the study were 250 teachers of public kindergartens in Gyeongsangbuk-do and they were given a questionnaire which was later collected for analysis. The data was analyzed using IBM SPSS 19.0 for correlation and frequency and AMOS 18.0 was used to analyze structural equation modeling (SEM). In addition, in order to verify the validity of a study model set for this research, a competition model was set.


The result of the study is as follows:

First, adverse perfectionism, teacher's sense of efficacy and work stress, directly or indirectly, affects teacher burnout.
Second, teachers' sense of efficacy is a contributing factor toward adverse perfectionism and teacher burnout.
Third, work stress is a medium between adverse perfectionism and teacher burnout.
Fourth, teachers' sense of efficacy and work stress is a cause of adverse perfectionism and teacher burnout.

This result supports what previous studies have shown, that adverse perfectionism is a significant variable in teacher burnout. In addition, statistical identification of dual media of teacher's sense of efficacy and work stress is significant and this has helped verify the validity of the research on models which cause teacher burnout resulting from a combination of personal and situational reasons.
Accordingly, for the prevention or treatment of kindergarten teacher burnout, teacher's adverse perfectionist tendency should be understood and counseling needs to be carried out. Furthermore, environmental variables which affect the teachers have to be considered.

목차 (Table of Contents)

• I. 서론=1
• 1. 연구 문제의 진술=1
• 2. 연구 문=5
• 3. 용어의 정의=6
• 4. 연구의 제한=7
• 5. 연구의 가정=7
• Ⅱ. 이론적 배경 및 선행연구의 고찰=8
• 1. 소진=8
• 2. 역기능적 완벽주의=14
• 3. 교사효능감=20
• 4. 직무 스트레스=22
• 5. 독립변인들과 소진간의 관계=25
• 6. 역기능적 완벽주의와 소진의 매개변인 탐색=30
• 7. 연구가설 =36
• 8. 연구모형과 경쟁모형의 설정=37
• Ⅲ. 연구 방법=38
• 1. 연구 대상=38
• 2. 연구 도구=39
• 3. 자료 분석 방법=46
• Ⅳ. 연구 결과=47
• 1. 측정변인의 기술통계량 및 상관분석 결과=47
• 2. 측정모형 분석 결과=50
• 3. 모형의 평가=54
• 4. 최종 선택 모형의 모수치 추정 분석=56
• 5. 최종 선택 모형의 총 효과 분해 및 매개효과 검증=57
• Ⅴ. 논의=61
• 1. 역기능적 완벽주의와 다른 변인들과의 관계 분석=61
• 2. 부분 매개효과 관계 분석=62
• Ⅵ. 결론 및 제언=64
• 참고문헌=67
• 영문초록=89
• 부록 1. 설문지=91