초등학교 교사의 정서지능과 직무만족과의 관계에 대한 연구 : 경기도 북부지역(일산, 파주) 교사를 중심으로

다국어 초록 (Multilingual Abstract)

Recently in the education field, the importance of human education is being emphasized. Training of emotional intelligence come to the fore in viewpoint of human education, and it is reported that there are different job characteristics between people of high emotional intelligence and people of low emotional intelligence. From these aspects, teachers' emotional intelligence should be considered importantly. On the basis of these considertations, the purpose of this study is to offer the elementary source of making policy for teachers' training through examination of relationship between perceived emotional intelligence and job satisfaction.
To achieve this purpose, I made hypotheses like the following and verified them.
'hypothesis 1': According to teachers' characteristics, perceived emotional intelligence will make diference.
'hypothesis 2': According to teachers' characteristics, job satisfaction will make difference.
'hypothesis 3': There will be correlation between perceived emotional intelligence and job satisfaction.
And for the purpose of verifying these hypotheses, I used the 'questionnaire sheet on perceived cmotional intelligence' developed by myself, and the 'questionnaire sheet on teacher job satisfacton degree', which revised and supplemented contents of 'Korean Teacher Opinionnaire (KTO)' made by 'The Korean Federation of Education Association'.
I distributed them to 300 teachers of public elementary school in Kyoungkido and used 275 sheets as research data except inadequate 14 sheets among the answered & returned 289 sheets (96.33%). And these data from the survey were processed by SAS(statistical analysis system).
In the verification result of 'hypothesis 1', perceived emotional intelligence didn't show a meaningful difference according to teacher's characteristics. It can be estimated that this result came from the fact that 'influence of tendency' and emotional intelligence were not measured as one of 'abilities' but 'perception' itself.
In the verification result of 'hypothesis 2', degree of job satisfaction according to teachers' characteristics(e.g. especially, sew, marriage, religion and career, etc.) showed meaningful difference, but it didn't show difference according to level of intelligence quotient and growth region. From this result, sex, marriage, religion and career among the individual characteristics can be considered as factors to influence teacher job satisfaction.
In the verification result of 'hypothesis 3', it can be concluded that there is positive correlation between perceived emotional intelligence and degree of job satisfaction. And there were no difference in a coefficient of correlation according groups of teacher's characteristics(except for characteristics of career).
From these results, teachers of high perceived emotional intelligence can be considered to have high degree of teacher job satisfaction, and a group of high perceived emotional intelligence can be said to be a group of high degree of teacher job satisfaction, too.
And, these results can support the theory, 'teacher job satisfaction of high emotional intelligence vs. low emotional intelligence' reported by Goleman(1995).
In the conclusion, it is possible to say that teachers of high perceived emotional intelligence can have more relatively efficient and productive capacity compared to teachers of low perceived emotional intelligence.

목차 (Table of Contents)

• 목차
• 제1장 서론
• 제1절 문제의 제기 및 연구 목적 = 1
• 제2절 연구의 방법 및 범위 = 3
• 제3절 용어의 정의 = 4
• 가. 인지 지능 = 4
• 나. 정서지능 = 4
• 다. 인지성과 정서성 = 5
• 제2장 이론적 배경
• 제1절 정서 지능 이론 = 8
• 가. 정서지능의 개념 = 8
• 나. 정서지능의 구성 요소 = 11
• 다. 정서지능의 측정과 개발 = 17
• 제2절 직무만족 이론 = 23
• 가. 직무만족의 개념 = 23
• 나. 직무 만족과 동기이론 = 24
• 다. 직무만족도 구성요인 = 33
• 제3절 정서지능과 직무만족과의 관계 = 35
• 가. 개인특성별 정서지능 간의 차이 = 35
• 나. 개인특성별 직무만족도 차이 = 37
• 다. 정서지능과 직무만족 간의 관계 = 37
• 제3장 실증 조사 연구 및 분석
• 제1절 연구의 대상 및 표집 = 40
• 제2절 연구의 절차 = 41
• 제3절 측정 도구 = 42
• 가. 교사의 지각된 정서지능 질문지 = 42
• 나. 직무만족도 질문지 = 48
• 제4절 자료의 처리 = 52
• 제4장 연구 결과의 분석 및 개선 방향
• 제1절 연구 가설의 설정 = 53
• 제2절 연구 변수의 설정 = 53
• 가. 교사특성 요인 = 53
• 나. 지각된 정서지능 요인 = 53
• 다. 직무만족도 요인 = 53
• 제3절 가설의 검증 = 54
• 가. '가설1'의 검증: 교사특성 요인별 지각된 정서지능의 차이 = 54
• 나. '가설2'의 검증: 교사특성 요인별 직무만족도 차이 = 55
• 다. '가설3'의 검증: 지각된 정서지능과 직무만족도 간의 관계 = 56
• 제4절 논의 = 60
• 가. '가설1'의 검증 결과에 대한 논의 = 60
• 나. '가설2'의 검증 결과에 대한 논의 = 61
• 다. '가설3'의 검증 결과에 대한 논의 = 62
• 제5장 요약 및 결론
• 제1절 요약 = 63
• 제2절 결론 = 65
• 가. 교사특성 요인별 지각된 정서지능의 차이 = 65
• 나. 교사특성 요인별 직무만족도의 차이 = 66
• 다. 지각된 정서지능과 직무 만족도와의 관계 = 66
• 참고문헌 = 68
• ABSTRACT = 72
• 부록 = 75