공립 유치원 교사의 근무 유형에 따른 직무 스트레스 비교 연구 = (A) Study on Teacher's Working stress at Public Kindergarten

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the differences of teachers' job stress and coping strategies in public kindergartens according to the type of classes in charge and job career. The results of this study will be used for improving the quality and practicality of Early Childhood Education and providing the basic sources of kindergarten teachers' professional teaching. The questions that are presented to achieve the purposes of the paper are as follows.
First, what is the job stress that the teachers feel in public kindergartens?
Second, what are the coping strategies that the teachers use in public kindergartens?
In order to perform this study, questionaire about job stress and coping strategies was conducted on 33 time-prolonged day classes and 13 day-long classes attached to public elementary schools in Daejeon Metropolitan City. Data were analyzed with t-test for calculating average and standard variation. One-way ANOVA identified differences of job stress and coping strategies according to the type of class and job career. The measure of Duncan for after-research. SPSS/WIN 10.0 was used for statistical analysis.
Results of this study were as follows:
First, time management is the biggest stress to both teachers in time-prolonged day classes and day-long classes.
Second, the type of class in charge affected only to physical condition.
Third, teachers under 5 year-job-career felt stressed more by relation with their administrators in their physical condition and their students' psychological and emotional states.
Fourth, the type of classes and job career affected only the sub-variables like the relation with administrators and physical condition of teachers under 5 year-job-career in public kindergartens in Daejeon Metropolitan City, teachers over 5 year-job-career, both teachers under and over 5 years of work experience in day long classes.
Fifth, 'Talking with co-workers' was favored among 8 sub-variables for coping strategies by teachers in both time-prolonged day classes and day-long classes.
Sixth, there was difference in 'stress release' of 8 coping strategies by the type of classes.
Seventh, there were differences in coping strategies between teachers under 5 year-job-career and over 5 year-job-career.
Eighth, the type of the classes in charge and under and over 5 years of work experience affected coping strategies.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 5
• C. 연구의 제한점 = 6
• D. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 8
• A. 직무 스트레스 = 8
• B. 교사의 직무 스트레스 = 11
• C. 직무 스트레스의 대처 = 16
• D. 선행 연구 고찰 = 19
• Ⅲ. 연구방법 = 23
• A. 연구 대상 = 23
• B. 연구 도구 = 25
• C. 검사 방법 = 27
• D. 자료의 처리 = 27
• Ⅳ. 결과 해석 = 29
• 1. 공립 유치원 교사가 지각하는 직무 스트레스는 어떠한가? = 29
• 2. 공립 유치원 교사가 지각하는 직무 스트레스에 대한 대처 방안은 어떠한가? = 36
• Ⅴ. 논의 및 결론 = 44
• A. 요약 및 논의 = 44
• B. 결론 및 제언 = 51
• 참고문헌 = 53
• ABSTRACT = 57
• 부록 = 60