일반계 고등학교 교사의 직무만족과 소진의 관계 = A Study on the Teachers' Job Satisfaction between Burnout in High Schools

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the relationship of job satisfaction to burnout among teachers. For this purpose, earlier studies were reviewed to select subfactors for each variable. The selected teacher job satisfaction subfactors included human relations, acknowledged position, working environment, job in charge, administrative system, personal background and expertise development, and the selected burnout subfactors are emotional exhaustion, fatigue, dehumanization and a poor sense of achievement. The subjects in this study were 275 high school teachers, and a survey was conducted with teacher turnout questionnaires and teacher job satisfaction scales.
The findings of the study are as follow:
1) Relationship between background variables and Job satisfaction
The relationship of background variables, including gender, teaching career, type of school foundation, subject in charge and whether or not being a homeroom teacher, to job satisfaction could be listed as follows:
First, by gender, the female teachers expressed higher overall job satisfaction than the male teachers, but the difference between the two groups wasn't significant.
Second, by teaching career, those who had worked for 21 years or more were most contented with their job, and the second most satisfied group was the teachers whose career was between 11 and 20 years. The least contented group was those who had served for 10 years or less. This indicated that a higher teaching career led to a greater job satisfaction.
Third, as a result of making a variance analysis, whether or not they were homeroom teachers and in which way their schools were established made no significant difference to their job satisfaction.
Fourth, concerning the gender of students in their schools, the teachers from boys' high schools found their job more satisfactory than the others from girls' high schools, and the gap between the two was significant.
2) Relationship of background variables to burnout
The relationship between background variables and burnout could be described as below:
First, gender and teaching career produced no significant difference to the degree of their burnout.
Second, by the type of school foundation, the teachers from public schools got a mean of 2.478 scores in burnout, and those from private schools scored similarly with a mean of 2.447. There was little significant gap.
Third, regarding the impact of being a homeroom teacher, the homeroom teachers(a mean of 2.477) were exhausted slightly more than the non-homeroom teachers(a mean of 2.456), but the gap wasn't significant. For each of the subfactors, the former group's collective average(2.921) was a little higher in emotional exhaustion and fatigue than that of the latter(2.740), and the difference between the two was significant.
Fifth, as for the influence of the gender of students in their schools, those from boys' schools got slightly higher mean marks than the others from girls' schools, but the gap between the two was insignificant.
3) Relationship between job satisfaction and burnout
To find out the impact of job satisfaction on burnout, the correlational relationship between the seven job satisfaction subfactors and burnout subvariables was. analyzed.
First, job satisfaction was significantly correlated to burnout in general, and the correlation between the two was reverse. In other words, a lower job satisfaction was followed by a severer burnout.
Second, job satisfaction had more significant correlation to emotional exhaustion, fatigue and a poor sense of achievement, among burnout subvariables. And they were all reversely correlated, which meant a lower job satisfaction resulted in a deeper emotional exhaustion, higher fatigue and poorer sense of achievement.
Third, job in charge was the job satisfaction subfactor that had most impact on burnout, and the second most influential one was administra- tive system.
2. Conclusion
First, the above-mentioned findings suggested that overall job satisfaction had no significant relations to background variables but its subfactors were associated in part with them.
Second, in regard to the relationship between background variables and burnout, background variables weren't significantly related to burnout in general, but the homeroom teachers were more emotionally exhausted and felt more fatigue than the non-homeroom teachers.
Third, job satisfaction had significant reverse correlational relationship with burnout. The teachers who found their job less satisfactory were exhausted more.
Fourth, teacher burnout was most affected by job in charge among job satisfaction subfactors, and the second most influential one was administrative system.

목차 (Table of Contents)

• 목차
• ABSTRACT = iii
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• 1. 직무만족도 이론 = 5
• 2. 소진 이론 = 13
• 3. 직무 만족도와 소진에 관한 선행연구의 고찰 = 24
• III. 연구의 방법 = 27
• 1. 연구 대상 = 27
• 2. 측정도구 = 27
• IV. 연구결과의 해석 및 논의 = 31
• 1. 교사의 배경변인과 직무 만족도와의 관계 = 31
• 2. 교사의 배경변인과 교사 소진과의 관계 = 37
• 3. 교사의 직무만족과 소진간의 관계 = 41
• V. 요약 및 결론 = 44
• 1. 요약 = 44
• 2. 결론 = 48
• 참고문헌 = 49
• 부록 = 51