유치원의 조직풍토 교사 효능감 및 직무스트레스간의 상호 관계연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to testify what kind of differences are there according to general specialty of teachers of kindergarten, after researching the relation between Organizational Climate, Teachers' Sense of Efficacy and Job Stress of Kindergarten.
For it, concrete questions were suggested as follows;
First, what kind of relation is there between variable factors of Organizational Climate, Teachers' Sense of Efficacy and Job Stress of Kindergarten?
Second, is there significant difference between Organizational Climate, Teachers' Sense of Efficacy and Job Stress of Kindergarten, according to general specialty of teachers?
The subjects of this study was 236 of teachers in private kindergartens in Daegu Metropolitan City and Gyeongbuk Province, and questionnaire for teachers was used in order to study relation between rganizational climate, teachers' sense of Efficacy and job stress of kindergarten.
As for measuring tools for Organizational Climate, the tool was used in this study which had been used by preceding study of Bun Ryeo Lee(1998) which had been testified for propriety after translating and modifying Teachers' Perception of Organizational and Psychological Factors(TPOPF) made by Smylie(1988). As for measuring tools for teachers' sense of Efficacy, the tool was used in this study which had been used by preceding study of Soon Nam Kim(2000) which had been testified for propriety after translating and modifying Science Teaching Efficacy Belief Instrument(STEBI) made by Enochs and Riggs(1990a).
As for measuring tools for their job stress, the tool was used in this study which had been used by preceding study of Nam Hee Kim(1992) which had been testified for propriety after translating and modifying Modified Teacher Occupational Stress Factor Questionnaire developed by Clark(1980) and revised by D'Arienzo(1981). Each questionnaire was composed with 5 steps of rating scale and with 20 questions of teachers' sense on organizationl climate of kinder garten, 25 questions of teachers' sense of efficacy, and 30 questions of their job stresss. Collected data was treated with analyzation for frequency and percentage, analyzation for co-relation, variable analysis, and Least Significant Difference(LSD) as post-test, by using SPSS statistic program.
The result of this study can be summarized as follows;
First, there was positive co-relation between sense of the teachers and teachers' sense of efficacy for organizational climate of the kindergarten. Teachers can increase their belief, teachers' sense of efficacy, that they can give positive influence on children's study and they can esteem positively for their work in environment in which their relation is positive between the principal and the other teachers and in which they encourage specialty of the teachers and support teachers.
Second, it showed negative relation between teachers recognition for organizational climate and job stress of kindergarten. It meant that if policy and procedure of kindergarten were clear, and there was free exchange of opinion to achieve the purpose of children education effectively, and there was enough salary for their hard work in the field, they could understand positively for organizational climate of kindergarten, and lessen their stress from teaching job.
Third, their was negative relation between teachers' sense of efficacy and job stress. The belief that they can give positive effect on the children's education is high and when they esteem their jobs positively, their job stress by administrational support, relation with other teachers, activity with the children, economic stability and overwork is decreased.
Fourth, there was difference between organizational climate of the kindergarten, teachers' sense of efficacy and job stress according to their general specialty. There was difference in organizational climate according to number of class, number of children should be in charge, and there was difference in teachers' sense of efficacy according to age of teachers, career of education, degree of education, classes in charge, number of children should be in charge, and number of class in the kindergarten. Futhermore, there was difference in job stress according to age of teachers, career of education, degree of education, classes in charge, number of children should be in charge, and number of class in the kindergarten.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 가설 = 4
• 3. 용어의 정의 = 5
• II. 이론적 배경 = 6
• 1. 유치원의 조직풍토 = 6
• 2. 교사 효능감 = 10
• 3. 교사의 직무스트레스 = 17
• 4. 관련 선행연구 고찰 = 23
• III. 연구 방법 = 27
• 1. 연구 대상 = 27
• 2. 측정 도구 = 28
• 3. 연구 절차 = 30
• 4. 자료 처리 = 30
• IV. 결과 및 해석 = 32
• 1. 각 요인간의 상관관계 = 32
• 2. 교사의 일반적 특성에 따른 유치원의 조직풍토, 교사의 효능감 및 직무스트레스의 차이 = 36
• V. 논의 = 65
• VI. 결론 = 69
• 1. 요약 = 69
• 2. 결론 = 69
• 3. 제언 = 70
• 참고문헌 = 72
• 영문초록 = 76
• 부록 = 79
• 부록 1. 제1부 유치원 조직풍토 질문지 = 80
• 부록 2. 제2부 교사의 효능감 질문지 = 82
• 부록 3. 제3부 교사의 직무스트레스 질문지 = 84