보육교사의 직무스트레스와 대처방안 = Occupation stress of daycare teachers and the method to coping the stress in Korea

다국어 초록 (Multilingual Abstract)

The objective of this study is to improve the qualitative easiness in doing the occupation of daycare teachers by finding how much seriously they perceive the occupational stress and how they cope it and by analysing how the stress and the coping method vary according to each teacher and organization to this of the following research problems are established.
First, how much the occupation stress of daycare teachers is?
Second, what are the coping methods of daycare teachers against the stress?
Third, what are the differences in the level of stress and the coping methods according to personal characteristics?
Fourth, what is the relation between the occupational stress and the coping method?
As a research method, a questionnaires was conducted for 126 daycare teachers in Cheongju, Chungbuk. The surveys composed of subsidiary questions on the cause of daycare teachers' stress; the factor of personal matter(10 questions), the factor of activity with children(4 questions), the factor of working duty(7 questions), the factor of financial stability(3 questions), the factor of administration(7 questions), the factor of interpersonal relation(6 questions). This questionnaire that was developed by Clark and modified by D'Arienzo, was revised and complemented. Additionary, the questionnaire on the coping method consists of the subsidiary questions; the symptom-managing method(9 questions), the control method(5questions) and the withdrawal method(4 questions) that were modified from those developed by Latack. The collected data were analysed using SPSS(statistical package for the social science).
Results and conclusions of this study me summarized as follows.
First, the most stressful source perceived by daycare teachers is the working duty, followed by the interpersonal relation the activity with children and the administrative support in the order of dominant stress factor. But the financial stability was found to be the least stressful source.
Second, the coping method against stress that is most frequently used was the control method. followed by the symptom-managing method. The withdrawal method is the least used one.
Third, it was found that the stress is more severe for the teachers who have been working for under one year, who take care children of various ages, who work for over 10 hours a day old who are not in charge of class.
Forth, the daycare teachers who felt stress from the activity with children used the control method less, the teachers who felt more stress from the financial unstability used the symptom-managing and withdrawal method more, the teachers who felt more stress from the working duty used the control method less and the teachers who felt more stress from the interpersonal relation used the symptom-managing method more.
Therefore. the following actions are needed.
First, since the daycare teachers felt more stress from the working duty, the reeducation and support related with children guidance are necessary for the young and less experienced teachers who me more easily exposed to the occupation stress and the positive assistance for improving their working conditions are required.
Second, since the control method solving the problems in an active way was more used, the daycare teachers' coping method against the stress was found to be sound but proper managements are required because they still use passive ways.
Third, since the occupation stress showed different aspects according to income working hours and teacher's grade, assistant teachers are needed in order to release the working duty and stress and the more support of the government is required.

목차 (Table of Contents)

• 목차 = ⅰ
• 표 및 그림 목차 = ⅲ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 연구의 제한점 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 스트레스의 개념 = 5
• 2. 교사의 직무스트레스 = 7
• 3. 스트레스 대처방안 = 14
• 4. 선행연구의 고찰 = 19
• Ⅲ. 조사 방법 = 22
• 1. 조사 대상 = 22
• 2. 조사 도구 = 24
• 3. 자료의 분석 = 27
• Ⅳ. 조사 결과 및 해석 = 28
• 1. 보육교사의 직무스트레스 = 28
• 2. 보육교사들의 직무스트레스 대처방법 = 33
• 3. 보육교사의 특성별 직무스트레스와 대처방법 = 36
• 4. 직무스트레스와 대처방법과의 관계 = 55
• Ⅴ. 결론 = 58
• 1. 요약 = 58
• 2. 결론 = 61
• Abstract = 64
• 부록 설문지 = 67
• 참고문헌 = 75