특수학교 교사들이 가지는 직무스트레스의 구성요인 및 교육활동과의 관계 = (A) Study on the correlation between education activity and job stress components of special school teachers

다국어 초록 (Multilingual Abstract)

This study investigates the job stress components of special school teachers and the level of job stress and education activity according to background variables. Through it, this study aims to find the correlation between job stress and education activity and the educational significance of it.
A survey research was conducted for this study. A questionnaire was distributed to 200 special education teachers of Kyoungman, Pusan and Daegu provinces and 183 recollected questionnaires excluding ones uncollected or with untruthful responses were used as data for this study.
To measure the level of job stress, a free writing type of questionnaire composed by the researcher was used as a research tool. It was composed by compiling opinions of professors, experts and field teachers and referring 'Stress Profile for Teachers' composed by Wilson in 1979 and translate by Lee, Yeon-Ju in 1996. 100 special education teachers were preliminary surveyed and the contents abstracted from the survey was checked by professors, experts and field teachers to compose the 48 questions of the first questionnaire to analyze the job stress components of special school teachers.
An orthogonal rotation factor analysis was operated to analyze the job stress components of special school teachers. Based on the result, 24 questions of which the factor loading is below 0.5 was excluded. And 3 factors of remaining 24 questions, job performance factor, student guidance factor and role complication factor of teachers were included as a measuring tool of job stress.
To measure the education activity, the measuring tool used in the thesis of Steffy and Jones in 1988 and enhanced by Kim, Ji-Hyeon in 1994 was reorganized to suit the education activity of special schools and used.
Using SPSSWIN(Version 12.0), a digital statistics program, the result of the survey was statistically analyzed.
The result of this study are as follows.
First, the result of analyzing the job stress components of special school teachers assorted it into 3 factor of job performance factor, student guidance factor and role complication factor of teachers.
Second, the level of job stress of special education teachers was on average(M=3.61) in the whole and above normal level related to the job. The level of job stress was investigated according to background variables.
The level of job stress according to the sex was average 3.52 for male teachers and average 3.68 for female teachers. It presented that female teachers have higher level of job stress.
In an analysis of the level of job stress according to the age, the highest level of stress occurred on the group of age twenties with average 3.72 followed by fifties with average 3.61, thirties with average 3.60 and forties with average 3.53.
The level of job stress according to the type of school were average 3.74 for teachers who work for public schools and average 3.48 for teachers who work for private schools. The teachers who work for public schools were exhibited to have more stress and there was statistical difference and the level of significance was 0.1%.
The level of job stress was investigated according to the field of impediment. The highest level of job stress appeared on the teachers who are in charge of emotional disturbance, followed by teachers in charge of hearing impairment with average 3.63, teachers in charge of mental handicapped with average 3.59 and teachers in charge of the physically handicapped with 3.51. The level of stress according to the fie이 of impediment was statistically significant and the level of significance was 5%.
Third, the level of education activity of special school teachers was investigated and it was presented that the average level of education activity was above the normal level with M=3.51 implying that the education activity of special school teachers operate positively not related to job stress.
The level of education activity was investigated according to the background variables.
On the variable of sex, the average level of positive education activity was 3. 47 for male teachers and 3.54 for female teachers exhibiting that female teachers do more positive education activity.
Referred to the age, the average level of education activity was the most high on forties with 3.73 followed by fifties with 3.47, thirties with 3.42 and twenties with 3.36.
The average level of education activity according to the type of school was 3.53 for public school and 3.50 for private school. It was a little higher for public school, there was no statistically significant difference though.
Related to the field of impediment, the level of education activity was the most high on emotional disturbance with 3.68. It presents that teachers in charge of emotional disturbance do the most positive education activity without any relation to job stress.
Forth, the correlation between education activity and job stress components of special school teachers was investigated. When it was considered according to the components, Pearson's coefficient of correlation r between job stress and education activity showed negative coefficient of correlation .065 and the relevancy was very low. Based on these result, it is recognized that special education teachers do high level of education activity without any connection to job stress and positive education activity is conducted.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 교사의 직무스트레스 = 4
• 2. 특수교사의 직무에 요구되는 자질과 직무스트레스 = 8
• 3. 직무스트레스와 교육활동 = 12
• 4. 선행연구 고찰 = 13
• Ⅲ. 연구방법 = 16
• 1. 연구대상 = 16
• 2. 연구도구 = 17
• 3. 연구절차 = 19
• 4. 자료분석 = 19
• Ⅳ. 연구의 결과 = 21
• 1. 특수학교 교사의 직무스트레스 구성요인 = 21
• 2. 특수학교 교사의 직무스트레스 수준 = 23
• 3. 특수학교 교사의 교육활동 수준 = 31
• 4. 특수학교 교사의 직무스트레스 요인과 교육활동의 상관관계 = 40
• Ⅴ. 논의 = 42
• Ⅵ. 요약 및 결론 = 48
• 참고문헌 = 52
• ABSTRACT = 56
• 부록 = 59