公立學校 敎師의 스트레스에 關聯된 要因과 그 影響 分析 = (A) analysis of the factors and its effects related to teachers' stress in public schools

다국어 초록 (Multilingual Abstract)

The rapid variation in modern society brings about the deficit of the man's alternative ability and the disagreement of the individual's wants and the requirement of the environments, and is faced with the stress which is difficult to cope with.
This isn't except for the area of education, so the stress which teachers feel related with their function is so extreme that it influences the activity in education very negatively.
Therefore, this study selects 8 factors of the teachers' stress-organization structure factor, service obligation factor, education process factor, salary factor, human relative factor, social recognition factor, career development factor and physical environment factor.
This study has been practiced to elucidate the correlation with those factors and the stress recognized by Teachers and to explain the effect on the teacher's satisfaction and self-immersion to the instruction.
I set up this model and hypothesis for verifiable analysis.
Teacher's stress factors - Individual result - Organizational result
◁그림 삽입▷(원문을 참조하세요)
Hypothesis I-1 The stress factors correlate with the stress recognized by teachers affirmatively.
Hypothesis I-2 Among the stress factors <organization structure factor> and <service obligation factor> may be the primary factors of the stress recognized by teachers.
Hypothesis II The stree recognized by teachers and stress factors show the meaningful gab in each population statistics variables.
Hypothesis III The stress recognized by teachers and the Variable of organization results-degree of satisfaction to the teaching profession and degree of self-immersion to instruction correlate negatively.
Under the intention to verify the above model and hypotheses, I have used the questionnaire and investigated verfication and then I have these results.
First, the stress factors adopted in this thesis correlate with the stress recognized by teachers affirmatively, and among the stress factors, <organization structure factor> and <service obligation factor> come out most important.
Second, The stress recognized by teachers shows the meaningful gab in the population statistics variables according to ages, length of service on his present post ion, number of dependent family and each unit of elementary, middle, high school, and stress factor variables show meaningful gab in the sex variables according to salary factor, human relation factor, social recognition factor and physical environment factor, and in the ages variables according to service obligation factor and salary factor, and in the length of service on his present position variable, salary factor, carrier development factor and physical environment factor, and in the number of developments variable, organization structure factor, salary factor, human relation factor and career development factor, and don't show the significant gab according to the site of service school and the unit of service shool variable.
Third, the stress recognized by teachers and organization factor-degree of satisfaction to the teaching profession and degree of self-immersion to instruction-correlate negatively.
So, in order to motivate the teacher to participate in and succeed in educational goal, it needs the special management for stress.

목차 (Table of Contents)

• 목차
• Abstract = i
• I. 序論 = 1
• A. 硏究의 趣旨 및 目的 = 1
• B. 硏究의 構成 方法 = 2
• C. 硏究의 制限點 = 3
• II. 理論的 背景 = 4
• A. 스트레스의 槪念 = 4
• B. 職務 스트레스 要因 = 10
• C. 職務 스트레스 結果 = 16
• III. 硏究 方法 = 22
• A. 硏究 模型과 假說의 設定 = 22
• B. 變數의 操作的 定義 = 24
• C. 說問紙의 作成과 內容 = 25
• D. 硏究 對象의 人口 統計 및 資料의 處理 = 27
• IV. 假說의 檢證 및 結果 分析 = 30
• A. 假說 I의 檢證 및 結果 分析 = 30
• B. 假說 II의 檢證 및 結果 分析 = 34
• C. 假說 III의 檢證 및 結果 分析 = 44
• V. 要約 및 結論 = 46
• ※ 參考文獻 = 49
• ※ 附錄 = 53