대도시 교원의 여가형태와 직무만족에 관한 연구 = Leisure pattern and job satisfaction of teachers in the metropolitan city

다국어 초록 (Multilingual Abstract)

The present study examined the leisure pattern of elementary and secondary school teachers and university professions in relation to their profession and job satisfaction. In this study, a total of 2,156 teachers and professors who lived in Seoul, Pusan, Taejun, Kwangju, and Taegu as of 1988 were surveyed. The data collected from the survey were analyzed using one-way ANOVA, and χ^(2)with SAS statistical package. The results of the analyses are as follows.
1) Characteristics of leisure pattern and job satisfaction of teachers
(1) Most of the teachers considered lack of time as a constraint to leisure activities, regardless of gender and the school level, although it was assumed that teachers might have much time for leisure during the vacation. In particular, professors thought that they were lacking in time for leisure, since their work included reading, traveling, and art, which could not be distinguished from leisure activities.
(2) Elementary school teachers participated in a wide range of professional development programs. This result indicates that teaching is closely related to leisure activities.
(3) Teachers tended to spend about 50,000∼100,000 won for leisure expenses regardless of their income level. This result is probably due to that they did not have an accurate understanding of leisure expenses.
2) Leisure time and leisure activities
(1) Age and marriage were found to have a great effect on leisure time. Unmarried teachers in their twenties were more likely than others to have leisure time. Professors tended to spend more leisure time on weekend, whereas teachers of arts, music, and physical education tended to spend less leisure time on weekend than those of humanities, social science, and science education.
(2) Gender made a significant difference to the pattern of leisure activities. Male teachers participated in sports activities, whereas female teachers spent leisure time watching TV(drama), listening to the radio, and reading newspapers and magazines.
(3) Female teachers tended to attend various professional development programs during the summer and winter vacations. Male teachers tended spend leisure time doing outdoor activities during the summer vacation, while they tended to read, study, and collect, instructional materials during the winter vacation.
(4) Income made no difference to leisure expenses. Unmarried teachers were more likely to spend on leisure than married ones.
(5) Male teachers considered that leisure facilities they were using in the school were the same as their preferred leisure facilities. Female teachers preferred exercise facilities, but only used them mostly in the classroom.
(6) Professors were more likely than elementary and secondary school teachers to use a variety of leisure facilities including their offices and the gymnasium.
(7) It was noted that all of the teachers and professors regarded lack of time as a constraint to leisure activities. The older teachers and professors wanted leisure space as well as leisure facilities to be improved, whereas the younger or elementary school teachers wanted the work load to be reduced.
(8) Male teachers were more satisfied with leisure activities at school than female teachers were. It was shown that there were much more various programs for leisure activities and higher level of satisfaction in Seoul than in other cities. Regardless of gender, professors were most likely to be satisfied with leisure activities on campus.
3) Job satisfaction
(1) Teachers tended to be more satisfied with the participation in the decision-making process as they become older. Professors considered that they benefited from their university affiliated. They were more likely to be satisfied with recreational and leisure facilities as their household income increased. This result suggests that income was a highly relevant variable to leisure.
(2) More professors than elementary and secondary school teachers were satisfied with their social status as their income became higher. Professors and teachers of music, fine arts, and physical education were found to be satisfied with students' academic achievement.
(3) Elementary school teachers were most satisfied with their relationship to other teachers in that collaborated to pursue their mutual goals.
(4) Female professors showed the highest household income level and were most satisfied with their own income.
(5) Professors had the most positive relationship with the community. This result indicates that the university tended to be of benefit to the community culturally and economically.
(6) Female professors were more satisfied with the hours of teaching per week than the others were.
4) The effects of leisure pattern on job satisfaction
(1) Teachers with more leisure time during the weekdays were greatly satisfied with the leisure facilities and the hours of teaching per week. Teachers with more leisure time on weekend were satisfied with their income and social status.
(2) The variety of leisure programs at school exerted a positive effect on teachers´ attitude toward administrative support, their job satisfaction, and their relationship with school administrators such as chancellors, deans, principals, and vice-principals. This result suggests that school welfare was an important factor for teachers´ high morale.
(3) Leisure expenses made no difference to teachers' satisfaction with their social status. Leisure expenses had a positive effect on teachers´ satisfaction with school administration.
(4) Teachers who used their offices, sports facilities, and teachers´ lounge were shown to be satisfied with their social status and leisure facilities.

목차 (Table of Contents)

• 목차
• 표 목차 = ⅲ
• 그림 목차 = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구의 목적 및 필요성 = 1
• 2. 연구의 가설 = 5
• 3. 연구의 제한점 = 6
• 4. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 현대 여가의 이해 = 9
• 1) 여가의 일반적 정의 = 10
• 2) 여가의 학술적 정의 = 16
• 2. 여가활동의 유형 = 22
• 1) 국내학자에 따른 여가의 분류 = 23
• 2) 국외학자에 따른 여가의 분류 = 25
• 3) 기관에 따른 여가의 분류 = 30
• 4) 교원의 여가활동의 분류 = 33
• 3. 여가참여의 결정 요인 = 34
• 1) 개인적 특성 요인 = 35
• 2) 사회·문화적인 요인 = 39
• 3) 여가제약 요인 = 40
• 4. 교원과 직무만족도 = 42
• 1) 직무만족의 개념과 중요성 = 42
• 2) 직무만족에 관한 제이론 =45
• 3) 교원의 직무만족에 관한 영향요인 = 50
• 5. 연구동향 = 52
• 1) 교원의 여가활동 = 52
• 2) 교원의 직무만족도 = 54
• 3) 여가와 직무만족도 = 55
• Ⅲ. 연구 방법 = 63
• 1. 표집 = 63
• 2. 조사구도 = 65
• 1) 설문지의 구성 = 65
• 2) 설문지의 타당도 = 67
• 3) 설문지의 신뢰도 = 68
• 3. 자료처리 = 69
• 4. 연구 수행 체계 = 70
• Ⅳ. 결과 및 고찰 = 72
• 1. 여가시간 및 여가활동 = 72
• 2. 직무만족도 = 118
• 3. 여가조건이 직무만족에 미치는 영향 = 142
• Ⅴ. 결론 및 제언 = 154
• 1. 결론 = 154
• 2. 제언 = 158
• 참고문헌 = 161
• 부록 = 177
• Abstract = 185