직무스트레스가 이직의도에 미치는 영향에 관한 연구 = (A) STUDY ON THE EFFECTS OF TURN OVER INTENTION AT JOB STRESS

다국어 초록 (Multilingual Abstract)

The effect on turnover intention of the middle and high school teachers in cheju-do was analyzed through the guestionnaire of total 414 samples of teachers.
Hypothesis of study as follows:
〔Hypothesis Ⅰ〕The effects that the factor of job stress has influence on job stress will appear differently.
I-1) Job stress will appear differently by the factor of task.
I-2) Job stress will appear differently by the factor of organization.
I-3) Job stress will appear differently by the factor of circumstances.
〔Hypothesis Ⅱ〕According to the degree of job stress, the effects which have influence on the turnover intention will appear differently.
〔Hypothesis Ⅲ〕The effects that Job stress has influence on turnover intention will appear differently according to the factors of job stress.
Ⅲ-1) The effects that Job stress has influence on turnover intention will appear differently according to the factor of task.
Ⅲ-2) The effects that Job stress has influence on turnover intention will appear differently according to the factor of organization.
Ⅲ-3) The effects that Job stress has influence on turnover intention will appear differently according to the factor of circumstance.
Summaries of results as follow:
First, As the result of analysis of the factor of task, chores load appeared higher than work load. The teacher in charge of a class has more stress than the teacher not in charge of a class, and teachers in public school, more than private school, and middle school teachers, more than high school teachers, and the teachers over 5 to 20 years in career, more than the other teachers.
Secondly, In the factor of organization, female teachers appeared to have higher stress than male teachers in bureaucratic structure, and male teachers, higher than female teachers in prospect in the future.
Third, In the factor of circumstance, all the teachers had more stresses in relation with students than with parents. But teachers over 5 to 20 years in career are more stressed than other teachers in relation with parents.
Fourth, As the result of analysis of turnover intention, the compensation of factors of job stress had the greatest influence on turnover intention, and male teachers have more stress than female teachers, and public school teachers, more than private school teachers.
This study suggests the follow:
First, The teachers' work is divided into teaching, affairs in a class, administration. The teacher in charge of a class and Who is teaching for over 5 to 20 years weren't able to have time to concentrate on each field of the work. So various solutions to solve chores load stress must be probed in the future.
Secondly, Stress factors in relation with not only students but also parents appear hight. This indicates that teachers have much difficulty in reacting to so many kinds of demands of students and parents.
Third, The factor of relation with relevant authority appeared the highest average in 11 factors of job stress. This means that the voice of teachers who are in the main field of education is not considered much. Therefore even the policy on enough validity hasn't enough power to achieve the least aim, failing to notice the problems in educational field. Eventually students will have less benefit by these problems. To achieve real effects in educational policy, the voice of teachers in the main of educational field should be considered much progressively in many educational policies.
Fourth, The size of average in prospect and social appraisal respectively appeared the second highest and the fourth highest in the 11 factors of job stress. It indicates that these problems should be solved in the near future because these problems will make to weak the sense of pride as a teacher, and make the factor for teachers to treat students without love. In the end, the businesslike manner for students will harm the education of human nature of students.

목차 (Table of Contents)

• 목차
• 제1장 서론 = 1
• 제1절 연구의 목적 = 1
• 제2절 연구의 범위와 방법 = 3
• 제2장 직무스트레스와 이직의 이론적 배경 = 4
• 제1절 직무스트레스의 제 이론 = 4
• 1. 스트레스의 개념 및 특성 = 4
• 2. 직무스트레스의 개념 = 9
• 3. 교사의 직무스트레스 개념 = 11
• 4. 직무스트레스 선행연구 모형 = 12
• 5. 직무 스트레스의 요인 및 결과 = 16
• 제2절 이직의 제 이론 = 22
• 1. 이직의 개념 및 유형 = 22
• 2. 이직의 요인과 효과 = 24
• 3. 이직의도와 이직 = 28
• 4. 직무스트레스와 이직 = 31
• 제3장 연구설계 = 33
• 제1절 연구모형의 설계 = 33
• 제2절 가설의 설정 = 34
• 제3절 변수의 조작적 정의 = 35
• 제4절 설문의 구성 = 39
• 제4장 조사결과의 분석 = 41
• 제1절 표본의 특성 = 41
• 제2절 신뢰도와 타당성 검증 = 43
• 1. 변수의 신뢰도 검증 = 43
• 2. 변수의 타당성검증 = 45
• 제3절 실증분석 = 50
• 1. 일반적 분석 = 50
• 2. 상관분석 = 64
• 3. 회귀분석 = 66
• 4. 가설검증 = 68
• 제5장 결론 = 74
• 제1절 연구결과의 요약 및 시사점 = 74
• 제2절 연구결과의 한계 = 79
• 참고문헌 = 80
• ABSTRACT = 85
• 설문지 = 88