보육교사의 정서성, 건강상태 및 조직 건강성이 소진에 미치는 영향

다국어 초록 (Multilingual Abstract)

Abstract

This study reviewed the burnout experienced by 376 child-care teachers working at child-care centers located in the three cities of Cheonan, Cheongju and Sejong, and analyzed how the emotionality, health status and organizational health affects such burnout. The subjects were also analyzed for a comparison amongst themselves based on the criterion of whether they received financial support from the government. The results were analyzed using SPSS 18.0.
The major findings are as follows.
First, the differences across groups in major variables in accordance with general backgrounds of all child-care teachers showed a difference in positive and negative affectivity depending on job experience, monthly salary and marital status. Physical health showed a difference depending on age, job experience, monthly salary, work hours and marital status, while mental health showed a difference depending on age and job experience. Perception of organizational climate differed across job experience and number of teachers. Burnout differed across job experience, marital status, work hours and number of teachers.
Second, an analysis on child-care teachers in accordance with whether they received governmental financial support or not, differences were large in major variables. In child-care teachers working at centers not receiving financial support, there was a difference in positive affectivity across age, job experience, monthly salary and marital status, while negative affectivity differed across age, job experience and monthly salary. Physical health showed significant difference in age and job experience, while mental health showed a difference across job experience levels. Organizational climate and burnout differed across job experience. In child-care teachers working at child-care centers that do not receive governmental financial support, positive affectivity showed difference across job experience, work hours and marital status while mental health differed across age. Perception of organizational climate and burnout differed across different number of teachers employed at the center.
Third, the factors significantly affecting the burnout of overall child-care teachers were identified as monthly salary, work hours, number of teachers, positive affectivity, negative affectivity, physical health, mental health and organizational climate.
Fourth, an analysis of child-care teachers working at centers receiving governmental financial support and those working at centers not receiving governmental financial support showed that factors that affect burnout differed across these two groups. Child-care centers working at child-care centers that do not receive government support saw a significant effect by monthly salary, work hours, negative affectivity, physical health and the leadership of the president of the center. For child-care teachers working at child-care centers that do receive government support, age, job experience, work hours, marital status, number of teachers at the center, physical health, mental health and organizational climate were proven to have a significant effect.
Based on these findings the study presents measures to reduce and prevent the burnout of child-care teachers. The study is meaningful in that it provided a basic set of data for establishing a tailored measure for each type of child-care centers depending on whether they receive governmental financial support.


Key words: child-care teacher, emotionality, health status, organizational health, burnout

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경 7
• 1. 보육교사의 소진 7
• 2. 소진과 정서성 10
• 3. 소진과 건강상태 12
• 4. 소진과 조직 건강성 14
• Ⅲ. 연구방법 17
• 1. 연구대상 17
• 2. 측정도구 17
• 3. 자료분석 21
• Ⅳ. 결과 및 해석 22
• 1. 조사대상자의 일반적 배경 22
• 2. 일반적 배경에 따른 연구 변인의 차이 24
• 3. 보육교사의 정서성, 건강상태 및 조직 건강성이 소진에 미치는 영향 41
• Ⅴ. 논의 및 결론 51
• 1. 요약 및 논의 51
• 2. 결론 및 제언 62
• 참고문헌 65
• 설문지 77