보건교사의 직무만족도 연구 = (A) study on the job satisfaction of health teacher

다국어 초록 (Multilingual Abstract)

The Purpose of this thesis was to reveal the effect size of the variables related to health teacher's job satisfaction and suggest an alternative ideas to improve health teacher's job satisfaction. The sample used in this study was consisted of 259 health teachers who worked at elementary school, middle school and high school in Chungnam Province. Job satisfaction variable was consisted of seven sub-category variables: human relationship, responsibilities, working environment, salary, professional enhancement, administrative matters, recognition. The data were analyzed by frequency, mean, t-test, F-test, correlation, and ANOVA.
The results of this study were as follows:
First, general characters of health teachers were thirties(62.9%), married(82.2%), working in elementary school(84.2%) and working in country(72.6%).
Second, the most important problem that health teachers want to solve first of all was a new establishment of health subject(60.6%). The secondary important problem was a change of principal's recognition for health teacher(21.6%).
Third, mean score of job satisfaction of health teachers in chungnam were 3.397 on a 5-point Likert scale. The highest score variable among sub-category variables of job satisfaction was human relationship and the lowest score variable was a professionalism enhancement. So it need to assume the special measures for professionalism enhancement of health teacher.
Fourth, as the years of teaching was longer, the score of satisfaction in professionalism enhancement was higher. As age was higher, mean score of satisfaction in working condition, professional enhancement, recognition was higher. As class size was smaller, the mean score of satisfaction in responsibilities become higher. The mean score of responsibilities in elementary school was higher than that of middle school and high school. The mean score of professional enhancement in high school was higher than that of other school.
Fifth, the leadership behavior of principals and health teacher job satisfaction were shown to be significant correlated. Though job satisfaction varied somewhat according to the subordinate fact considered, the average for all factors corresponded to the quadrants of the two dimensional field of principal's leadership in the order Ⅰ(high in both human relational leadership and instructional leadership), Ⅱ(human relational leadership is high, instructional leadership is low), Ⅲ(instructional leadership is high, human relational leadership is low), Ⅳ(low in both human relational leadership and instructional leadership). The most desirable leadership configuration turned out to be quadrant Ⅰ, and the least desirable quadrant was Ⅳ. And the human relational leadership had an greater influence on health teacher' job satisfaction than instructional leadership.
Sixth, mean score of self-regulation of health teacher was 3.517 on a 5-point Likert scale. In score of job satisfaction according to self-regulation, as the score of self-regulation was higher, the score of job satisfaction was higher. According to ANOVA, the highest score variable among sub-category variables of self-regulation was health teacher esteem.
Seventh, According to ANOVA, the most effective variable for the score of health teacher's job satisfaction was health teacher esteem.
Therefore, in order to elevate the score of job satisfaction of health teachers, there should be institutional supports such as securing the hours of regular health education, the expanded opportunity of training and promoting to vic-headmaster and headmaster, enhancing self-regulation of health teachers in health education and health management.

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 문제의 제기 = 1
• 제2절 연구의 목적 = 4
• 제3절 연구의 문제 = 5
• 제2장 이론적 배경과 분석틀 = 8
• 제1절 이론적 배경 = 8
• 1. 학교보건과 보건교사의 직무 = 8
• 1) 학교보건 = 8
• 2) 보건교사의 직무 = 11
• 2. 직무만족의 개념과 관련 이론 = 12
• 1) 직무만족의 개념 = 12
• 2) 직무만족과 관련된 제이론 = 14
• (1) 내용이론 = 14
• 가) 매슬로우의 욕구단계이론 = 14
• 나) 앨더퍼의 ERG 이론 = 16
• 다) 허즈버그의 2요인 이론(two-factor theory) = 17
• 라) 맥그리거의 X이론과 Y이론 = 19
• (2) 과정이론 = 20
• 가) 형평성이론 = 20
• 나) 기대이론 = 21
• 3. 직무만족관련 선행연구들 = 23
• 1) 학교장의 리더십 유형과 교사의 직무만족도 = 23
• 2) 학교의 조직 환경과 교사의 직무만족도 = 25
• 3) 교사의 자율성과 직무만족도 = 28
• 4. 보건교사의 직무만족도에 대한 선행 연구들 = 30
• 1) 직무만족도 연구 = 31
• 2) 스트레스와 직무만족도의 관계 연구 = 32
• 3) 전문직 태도와 직무만족도의 관계 연구 = 34
• 4) 조직몰입과 직무만족도 관계 연구 = 35
• 제2절 직무만족도 분석을 위한 분석틀 = 37
• 제3장 연구대상 및 연구설계 = 41
• 제1절 연구대상 = 41
• 제2절 측정도구 = 41
• 제3절 분석방법 = 49
• 제4장 연구결과 분석 = 50
• 제1절 연구대상자의 일반적 특성 = 50
• 1. 일반적 특성 = 50
• 제2절 직무만족도와 관련요인들 = 52
• 1. 직무만족도 = 52
• 1) 직무만족도 = 52
• 2) 직무영역과 직무만족도 = 53
• 3) 소결 = 57
• 2. 연구대상자의 일반적 특성과 직무만족도 = 58
• 1) 일반적 특성과 직무만족도 = 58
• 2) 소결 = 63
• 3. 교장의 리더십 유형과 직무만족도 = 65
• 1) 리더십 유형 = 65
• 2) 리더십 유형과 직무만족도 = 68
• 3) 소결 = 68
• 4. 자율성과 직무만족도 = 70
• 1) 자율성 = 70
• 2) 자율성과 직무만족도 = 72
• 3) 소결 = 74
• 5. 직무만족도의 결정요인 = 75
• 제3절 보건교사들의 당면 과제 = 78
• 제5장 결론 및 정책적 제언 = 83
• 제1절 요약 및 결론 = 83
• 제2절 정책적 제언 = 86
• < 참고문헌 > = 89
• = 96
• < 부록> = 99
• <감사의 글> = 105