직무스트레스와 자기효능감이 보육교사의 직무만족과 이직의도에 미치는 영향 = Effects of Job Stress and Self-Efficacy on Job Satisfaction and Turnover Intention among Educare Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of job stress and self-efficacy on job satisfaction and turnover intention among educare teachers along with the interaction effects of those factors

Research foci were;
1.to find out difference the impact of educare teachers' job satisfaction and turnover intention according to personal characteristics.
2.to find out the impact of educare teachers' job stress and self-efficacy on their job satisfaction and turnover intention
3. to find out the impact of interaction effects between educare teachers' job stress and self-efficacy on their job satisfaction and turnover intention
The subjects of this study involved total of 300 educare teachers in Chungbuk province. Data were analyzed with frequency, t-test, ANOVA with Scheffe post-hoc test, correlation, multi-regression analysis using SPSS program.
The results were as follows:
First, statistically significant differences in subvariables of educare teachers' job stress (stress from the principal's leadership and administrative support, heavy work load, relationships with coworkers and parents, and job itself) were found according to the number of classes, accreditation, participation in training, and the age of children in their classes. The stress from principal's leadership and administrative support showed statistically significant difference depending on the number of classes, participation in training, and the age of children in their classes. Difference in the stress caused by heavy work load was also found by the number of classes and the age of children in their classes. In addition, the stress from the relationship with parents was different according to accreditation and participation in training while that from job itself showed difference only by accreditation.
Second, there were statistically significant differences in educare teachers' job satisfaction according to job related factors which are the number of classes, accreditation, and the age of their classes.
Third, the level of educare teachers' job stress and self-efficacy had effects on both their job satisfaction and turnover intention. The greater the level of stress from the lack of the principal's leadership and administrative support, heavy work load, and job itself, the less the level of their job satisfaction. The higher their perceived self efficacy, the higher their job satisfaction.
The stress from educare teachers' job itself was the most significant factor on their turnover intention and the lack of the principal's leadership and administrative support and heavy work load also explained the turnover intention. Higher level of their self efficacy decreased their turnover intention.
Fourth, interaction effects of educare teachers' job stress and self-efficay on their job satisfaction and turnover intention were found. There was no interaction effects of their job stress and self-efficacy on their job satisfaction was shown while their turnover intention was explained by the interaction effects. Specifically, if they have high level of self-efficacy while their job stress from heavy work load was also high, their turnover intention decreases.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경 7
• 1.보육교사의 직무만족과 이직의도 7
• 2. 보육교사의 직무스트레스 12
• 3. 보육교사의 자기효능감 20
• 4. 직무스트레스, 자기효능감, 직무만족과 이직의도 22
• III. 연구방법 26
• 1. 연구대상 26
• 2. 연구도구 26
• 3. 연구방법 30
• Ⅳ. 결과 및 해석
• 1. 조사대상자의 일반적 특성 31
• 2.직무관련 변인에 따른 보육교사의 직무스트레스와 직무만족 33
• 3. 보육교사의 직무스트레스와 자기효능감이 직무만족과 이직 의도에 미치는 영향력 38
• 4. 직무스트레스와 자기효능감의 상호작용 효과가 보육교사의 이직 의도에 미치는 영향 41
• Ⅴ. 논의 및 결론
• 1. 요약 및 논의 46
• 2. 결론 및 제언 53
• 참고문헌 56
• Abstract 65
• 질문지 68