어린이집 敎師의 職務스트레스와 職務滿足度에 관한 調査硏究 : 龜尾市를 中心으로 = A Research Study about the Job Stress and Job Satisfaction of Daycare Teachers : Centering on GumiCity

다국어 초록 (Multilingual Abstract)

The characteristics of modern families include the increase in working women and nuclear and single-parent families, which has led to a growing demand for day-care. As of October 2007, the population aged over 15 has become 39,290,000 and the female accounts for 20,135,000, making up approximately 51.2%. Also, the economically productive population aged over 15 amounts to 24,482,000 and the females among them are 10,262,000, indicating that around 42% of them are engaged in economic activity (The National Statistical Office, October 2007).
The statistical results represent the improved education for women and their growing desire for self-realization, which ultimately results in an increase in married women’s employment. Such women’s expanded role in society has quickly spread the notion that the government and society should undertake the upbringing and education of children, which traditionally have been done at home. There is, however, hardily research done in relation to this. Hence, this study, centering factors affecting job satisfaction found out by precedent researchers, has involved an empirical analysis of the status and job satisfaction of daycare teachers. Its purpose is to be used as reference for every nursery, nationwide as well as in Gumi, to practice higher quality of care and do their best.
The results of the study, targeting daycare teachers according to the aforementioned circumstances, can be summed up as follows:
First, according to the statistical analysis of the general status of daycare teachers: among all the daycare teachers, females made up 98.44% and those aged between 26 and 35 59.16%; married ones accounted for 61.46% and their teaching experience ranged from 2 to 3 years, the longest of all. For the number of previous jobs of the teachers, 75.53% have had more than one, while 24.47% have never had any, which calls for urgent solutions to the lack of most teachers. The top three reasons for occupational change included the work environment (21.88%), low wages (14.38%), and lack of opportunities for promotion (13.75%). 98.4% of them obtained certificates, many of whom with the first-level qualification in childcare. Also, most of them graduated from at least 2-year colleges. Additionally, the highest number of years of long service was 7 months, followed by 24 months and 49 months.
When it came to the types of childcare facilities, private ones accounted for the highest percentage, followed by homes and municipal daycare institutions. As well, 94.18% of the workers worked full time. While 85.34% work for between 8 and 10 hours per day, 12.57% still work for more than 11 hours, which is much higher than the standard for working hours, 8 hours, specified in the Labor Standard Act.
Meanwhile, it turned out that 41.15% of the teachers earn from 8,000,000 to 12,000,000 won per year, whereas 4.69% make less than the minimum wage (8,000,000 won). Considering such circumstances, it is desperate to prepare solutions for those working for over 8 hours, the average working hours and making less than the minimum wage.
A survey of the size of the facilities revealed that 61.54% of the teachers work at institutions hiring less than 5 teachers; 33.94% work for those with less than 30 children while 19.39% are employed at those with 21 to 40 children. 60.53% of the facilities have one to five classes; 62.22% of them allocate 5 to 10 students to each teacher, and 30% put each teacher in charge of 11 to 20 children.
Second, the study employed correlation analysis for the relationship between job stress and job satisfaction. As a result of the analysis, the two factors of daycare teachers have negative correlation (-0.372, P<0.001). In other words, the higher job stress, the lower job satisfaction, and vice versa.
Third, the study used analysis of variance to investigate the job stress and job satisfaction of daycare teachers, which produced the conclusion as below:
To begin with, the controlled variables of job stress of daycare teachers showed that younger ones turned out to have higher stress levels, which has relatively more significant statistical results among all age groups with job stress (F=2.86, p<0.05). Among the subordinate factors, there was also a significant difference in role conflicts (F=3.77, p<0.05). According to their academic background, those who graduated from two- or four-year colleges had more job stress than high-school graduates, without statistical importance. Of all the subordinate causes of the entire job stress, there was a distinct difference in role conflicts (F=3.20, p<0.05).
Also, the job stress was shown highest in those with 4 to 9 years of experience (M=2.58), without particular statistical importance. The job stress according to paychecks turned out to be highest in those paid less than 8,000,000 won, with a statistical significance (F=4.28,P<0.01). For other subordinate causes for the job stress, in role ambiguity (F=4.28,P<0.01), the lower wages produced higher stress levels; in role overload (F=2.32,P<0.05), the stress level was seen highest in those paid between 8,000,000 and 12,000,000 won.
As well, unmarried teachers turned out to have more stress than those married, which is still statistically unimportant. As a result of the subordinate cause for the job stress, in role conflicts (F=3.07, p<0.05), the unmarried suffered more from stress than the married. Despite statistically insignificant, teachers working at government-run or public institutions showed higher stress levels than those at private ones.
Furthermore, the controlled variables of job satisfaction of daycare teachers showed that older ones were generally more content with their work, without statistical importance. As a result of the subordinate factors, the satisfaction with supervision (F=3.99, p<0.01) was highly related to age; the older teachers were happier with the supervision of their bosses (seniors’ recognition). According to their academic b

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 제1절. 연구의 필요성 및 목적 = 1
• 제2절. 연구 방법 및 내용 = 2
• Ⅱ. 본론 = 3
• 제1절 보육 정의 및 개념 = 3
• 가. 보육의 개념 = 3
• 나. 영유아 보육법상의 보육개념 및 목적 = 3
• 다. 보육시설의 종류 = 4
• 제2절 보육교사 = 5
• 가. 보육교사의 정의 = 5
• 나. 보육교사의 역할 = 6
• 제3절 구미시 보육시설 현황 = 10
• 가. 구미시 보육시설 현황 = 10
• 나. 구미시 보육시설 종사자 현황 = 10
• 제4절 직무스트레스와 직무만족에 관련변인 = 20
• 가. 직무스트레스의 정의 = 20
• 나. 직무스트레스 요인 = 22
• 다. 직무만족의 정의 = 24
• 라. 직무만족의 결정 요인 = 25
• 제5절 보육교사의 직무만족에 관한 선행연구 = 26
• Ⅲ. 실증적 연구 설계 = 31
• Ⅳ. 결론 = 50
• 참고문헌 = 54
• Abstract = 57
• 부록 = 63