어린이집에서의 여가활동이 보육교사의 심리적 소진과 동료관계 스트레스에 미치는 영향 = Impact of leisure ativities in daycare center on the psychological burnout and peer-relationship stress of daycare teachers

다국어 초록 (Multilingual Abstract)

Impact of Leisure Activities in Daycare Center on the Psychological Burnout and Peer-Relationship Stress of Daycare Teachers

So Hee, Jang

Major in Early childhood Education
The Graduate School of Education
Pusan National University

ABSTRACT

The purpose of this study was to examine the impact of teacher leisure activities in a daycare center on the psychological burnout and peer-relationship stress of the teachers in the daycare center. Its's specifically meant to make a quantitative analysis of the influence of leisure activities by looking for differences in their scores and to make a qualitative analysis of their changes at the same time by conducting interviews and analyzing their writings on how they felt. Two research questions were posed:
1. What influence do leisure activities in a daycare center exert on the psychological burnout of the teachers in the daycare center?
2. What influence do leisure activities in the daycare center exert on the peer-relationship stress of the teachers?
The subjects in this study were 22 teachers in two different employer-supported daycare centers that were respectively located in Gangseo-gu, Busan(hereinafter called daycare center A), and in Yeonsang-dong, Yeonje-gu of the same city(hereinafter called daycare center B). Out of them, 21 people were childcare teachers, and one was a nurse who was involved in childcare. As for grouping, the ages of the classes whom they were in charge of were considered, and the teachers who were in charge of the same class weren't grouped into the same group. In the daycare center A, an experimental group and a control group were organized with seven teachers each. And another experimental and control groups were respectively made up of three and five teachers in the daycare center B.
The collected data were analyzed by a statistical package SPSS 18.0. Statistical data on frequency and percentage were obtained to find out about their background variables. As for analysis of scores in psychological burnout and peer-relationship stress, independent-samples t-test was carried out by using mean and standard deviation to look for differences between the two tests(pretest and posttest) and between the experimental and control groups. The interview data were analyzed to find themes after they were put in order through coding including open coding, and then the discovered themes were confirmed.
The major findings of the study were as follows:
First, as a result of analyzing the impact of leisure activities in the daycare centers on the psychological burnout of the teachers, the teachers scored low in overall psychological burnout and the three subfactors of it that were emotional exhaustion, a lost sense of achievement and chronic fatigue. After they engaged in leisure activities, they got 1.71(SD=.67) in emotional exhaustion, 2.45(SD=051) in a lost sense of achievement and 2.41(SD=1.03) in chronic fatigue. There were significant differences in the subfactors except for a lost sense of achievement. The experimental groups got lower scores in the posttest, whereas there were little differences between the pretest and posttest scores of the control groups. Therefore the leisure activities that they did in the daycare centers had a positive impact on their psychological burnout.
Second, as a result of analyzing the influence of the leisure activities in the daycare centers on the peer-relationship stress of the teachers, they got a mean of 2.20(SD=.87) in the pretest and a mean of 1.22 (SD=.28) in the posttest. Their peer-relationship stress became lower after the experiment, and the difference was statistically significant. Therefore the leisure activities that they did in the daycare centers also exercised a positive influence on their peer-relationship stress.
Third, as a result of having informal interviews with the teachers to look for any possible qualitative changes in psychological burnout and peer-relationship stress, the leisure activities put pressure on the teachers before the activities were performed, and they felt sorry a lot about their partners. As the leisure activities went on, however, the teachers were more energized and recharged. Also, they had more time to communicate with one another, and they were consequently able to have a better mutual understanding, which affected their peer- relationship stress.
In conclusion, it's ascertained that the leisure activities in the daycare centers served to relieve the psychological burnout of the teachers and exercised a positive influence on their stress relief about peer relationship. Given the work environments of daycare centers in Korean society, however, daycare teachers are unable to take even an hour of break since they are pressed for time due to tight schedule, and they aren't legally allowed to take time to relax or do something that is helpful for their mental or physical health. In the future, it's urgently necessary to take every possible measure to guarantee that daycare teachers do some leisure activities or take a break at least, and they should be allowed to fill in for each other or to be helped by assistant teachers. This study is of significance in that it considered how to relieve the psychological burnout of childcare teachers and their stress about colleagues by having time for leisure activities, which they haven't yet had, in an effort to make a contribution to teacher welfare.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 어린이집 교사와 정신건강 7
• 2. 교사의 심리적 소진 11
• 3. 교사의 동료관계 스트레스 19
• 4. 여가활동과 정신건강 증진 21
• Ⅲ. 연구방법 30
• 1. 연구대상 30
• 2. 연구도구 31
• 3. 연구절차 33
• 4. 자료수집 42
• 5. 자료분석 44
• Ⅳ. 연구결과 46
• 1. 어린이집에서의 여가활동이 보육교사의 심리적 소진에 미치는 영향 46
• 2. 어린이집에서의 여가활동이 보육교사의 동료관계 스트레스에 미치는 영향 54
• Ⅴ. 요약 및 논의 61
• 1. 요약 61
• 2. 논의 및 결론 63
• 참고문헌 69
• 부록 74