敎師의 職務스트레스와 對處方法에 關한 調査硏究

다국어 초록 (Multilingual Abstract)

Purpose The purpose of this study was (1) to analyze the relationship between occupational stress and coping methods, (2) to examine the differences between levels of occupational stress and coping methods in terms of the teacher background variables, and (3) to identify the levels of occupational stress among teachers.
Scope and Method of Study In early July 1989, subjects were selected from 17,777 elementary teacher population in the area of Taegu, Kyungpook Of the 700 teachers sampled, 568 returned the questionnaires (81. 1%). A stratified random sampling procedure was applied to the data to test for the main and interaction effects of the respective variables on teacher occupational stress and methods of coping with stress.
The Modified Teacher Occupational Stress Factor Questionnaire (D'Arienzo, et al., 1981) and Coping Strategies Questionnaire (Feitler & Tokar, 1981) were used to assess the levels of stress in the work environment and coping methods perceived by teachers. Background information section also included 9 items for teacher background variables.
Question 1 through 4 were tested using means, standard deviations, t-test or F-test and Sheffe´test. Partial correlation analysis was used to examine Question 5.
Results (1) The levels of occupational stress perceived by teachers appeared considerably stressful. (2) Individual variables : In the levels of teacher stress, there were significant differences with regard to school education and marital status categories. However, there was no significant difference with regard to sex category.
In the levels of coping methods, there were significant differences with regard to sex, school education, and marital status categories. (3) Teaching profession variable : In the levels of teacher stress, there were significant differences with regard to teaching experiences, and teacher's certificate (grade) categories. However, there were no significant differences with regard to positions and positions among the first grade teachers categories.
In the levels of coping methods, there were significant differences with regard to teacher's certificate (grade) category. However, there were no significant differences with regard to teaching experience, position, and position of first grade teacher categories. (4) Environmental variables of school : In the levels of teacher stress, there was significant difference with regard to school location category. However, there were no significant differences with regard to school size, and commuting distance categories.
In the levels of coping methods, there were no significant differences with regard to school size, school location and commuting distance categories. (5) As the result of partial correlation analysis, there was positive correlation between teacher stress and coping methods (r=. 27).

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• 1. 硏究의 必要性 = 1
• 2. 硏究의 目的 = 4
• 3. 用語의 定義 = 5
• 4. 硏究의 制限點 = 6
• II. 先行硏究 分析 = 7
• 1. 職務스트레스의 槪念 및 要因 = 7
• 2. 敎師의 職務스트레스에 關한 先行硏究 = 23
• 3. 스트레스 對處方法에 關한 先行硏究 = 29
• 4. 職務스트레스와 對處方法과의 關係 = 37
• III. 硏究方法 = 42
• 1. 硏究對象 및 標集 = 42
• 2. 測定道具 = 43
• 3. 資料處理方法 = 44
• IV. 硏究結果 및 論議 = 46
• 1. 敎師의 職務스트레스 水準과 主要 要因 = 46
• 2. 敎師의 個人變因別 職務스트레스 및 對處方法의 知覺差異 = 48
• 3. 敎師의 敎職變因別 職務스트레스 및 對處方法의 知覺差異 = 55
• 4. 學校環境變因別 職務스트레스 및 對處方法의 知覺差異 = 62
• 5. 敎師의 職務스트레스와 對處方法과의 關係 = 67
• V. 要約 및 結論 = 70
• 1. 要約 = 70
• 2. 結論 = 72
• 參考文獻 = 74
• 英文抄錄 = 96
• 附錄 = 99