중등교사의 스트레스 대처 방식과 직무만족과의 관계 = (A) Study on the interrelation between the stress-coping strategies and job satisfaction for the teachers of the secondary school

다국어 초록 (Multilingual Abstract)

The purpose of this study was to prove the interrelation between the stress-coping strategies and the job satisfaction.
The tasks of this study in order to achieve the purpose of the study were as fallows:
First, what is the difference in the stress-coping strategies with regard to the populational variables?
Second, what is the difference in the job satisfactions with regard to the populational variables?
Third, what is the relationship between the stress-coping strategies and the job satisfaction of the teacher?
In order to achieve the purpose of this study question aire survey was adopted. The data were assembled form the 700 teachers of the secondary school in the area of Pusan, 623 returned. A stratified random sampling was applied to the questionaries of which 569 were applied to the survey. The method to assemble the data for the survey employed the ways of stress coping checklist and the job satisfaction scale. F test and pearson correlation coefficient were employed to investigate coping strategies with regard to the populational variables, the job satisfaction scale and the relationship between the stress-coping strategies and the job satisfaction.
The results were as follows;
First, those who were male, married with graduate degrees coped with stress more positiviely than those who were female, single or unmarried of undergradustes. Teacher of school admistrative post and the high school coped with the stress more positively than those free from the admimstrative job obligation and those of the middle school. The type of the school affects little difference in the stress-coping strategies.
Second, even though those who were male were satisfied with regard to the job activities, promotion more than female teachers. Wage, self realization, the marriage status affects little difference in the job satisfaction. Those who were with higher educational backgrounds enjoyed more job satisfaction with regard to the promotion than those with lower educational backgrounds. The job condition provide those of school staff participating in the school administrative activites with higher job satisfaction. The level of the class affects little job satisfaction.
High school teachers were satisfied with the job condition more than middle school teachers. In the area of the school types and sex category, teachers of coeducational schools shows higher job satisfactions.
Third, In relation with the stress coping strategies and the job satisfaction more positive and emotional stress-coping strategies were closely related with minor variables and factors.
The passive stress coping strategies tended to be affected by and colleague relationship, promotion and job conditions.
In conclusion, the results of this study were as follows:
First, the stress coping strategies were closely related with the sex-category, arriage status, educational backgrounds, job obligation post and the level of school.
Second, the job satisfactions were closely related with the sex-category, marriage status, educational backgrounds, job obligation post and the level of school.
Third, those who were more positive and active in the job stress coping strategies, enjoyed more job satisfactions.
Fourth, those who were positive and active in coping with the job stress were more successful to be free form the job stress than those with the passive stress coping strategies.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 스트레스의 개념 = 7
• 2. 교사의 직무 스트레스와 대처방식 = 9
• 3. 직무만족의 개념과 요인 = 20
• 4. 교사의 스트레스의 대처방식과 직무만족 = 23
• Ⅲ. 방법 = 28
• 1. 연구대상 = 28
• 2. 도구 = 29
• 3. 분석방법 = 33
• Ⅳ. 결과 = 34
• Ⅴ. 논의 = 44
• Ⅵ. 요약 및 결론 = 50
• 참고문헌 = 52
• 부록 = 65
• Abstract = 75