경기지역 중등학교의 보건교육환경과 보건교사의 직무능력 및 직무만족도

다국어 초록 (Multilingual Abstract)

This study describes the correlation between the school health education environment after adjusting education curriculum for systematic health education and the work performance and job satisfaction of nursing teachers. In order to measure and understand their correlation, from 1st June to 30th June of 2010, the research was performed for 222 nursing teachers who work for middle school and high school in Gyunggi-do Education Authorities within the area of superintendent's jurisdiction.
Measuring tools that Kim Hyun-joo(2001) used for the present situation of health education and health education environment were adjusted and complemented. Teacher work performance measuring tools of Lee Nan-sook(1992), job satisfaction measuring tools developed by Brayfield and Rothe(1951) and used by Ha Mi-seung(2002) and Seo Mi-ok(2006), teacher job satisfaction measure developed by Korean Federation of Education Associations(1982) were used for this study.
The collected data were conducted for technical statistics, Chi-Square Test, Analysis of variance, and Correlation Coefficient according to the study purpose using SPSS 18.0 (Statistical Package for the Social Science), the analyzed results are shown as follows.
Firstly, among school health services, nursing teachers spend much time on first aid and injection, recording and official document management, health education, patient and clients health instruction in order of mention. They selected health education, patient and clients health instruction, first aid and injection as the most important school health service fields.
Secondly, 60.4% of teachers answered that they established health education plan for 2010 school education curriculum and 65.8% of middle school and 54.6% high school were included. 59% of teachers answered that in-service training and committee composition were not performed and 39.2% said 'not organized', 31.5% 'irregularly organized', and 29.3% 'regularly organized'. 96.4 % of them answered that health education room was not designated. For the implementation of health education before 2009, 77% of respondents gave a negative answer and only 5% of them answered positively. On the other hand, for the implementation of health education after 2009, 50.5% of respondents gave a negative answer and 13.5% of them answered positively. They pointed out that the problem of health education before 2009 resulted from 'school administrator's indifference and support shortage'(68.5%), 'lack of class preparation caused by over-loaded administration work'(17.6%). Regarding the problem of health education after 2009, they answered that it resulted from 'school administrator's indifference and support shortage'(52.7%), 'lack of class preparation caused by over-loaded administration work'(22.5%). 19.8% of respondents answered that no change was made before elementary and secondary education curriculum's partial adjustment was noticed and 63.1% of them recognized a change 'a little bit', 17.1% 'a lot '. The awareness of school health education environment marked the average of 32.84 out of 60. The awareness of human environment was the highest marking 12.09(±2.60) and the awareness of physical environment was the lowest marking 5.27(±1.72).
Thirdly, the awareness of work performance of nursing teachers marked the average of 178.23(±20.30) out of 240. The work competency marked 47.77(±5.99) out of 60, and the next was the completion ability of personality marking 47.34(±6.65), and teaching ability 40.68(±6 .09). The awareness of work performance according to the background variance of teacher had no statistically-significant difference. However, it showed that the highly educated recognized positively in teaching ability and it was statistically significant(t=1.915, p= .005). For the student instruction ability, teachers who are over 50 years old were highly aware(t=1.928, p= .004), and teachers who have a post-graduate degree showed high work performance(t=1.699, p= .021). The awareness of completion ability of personality had no difference according to the background variance. For the need of in-service training according to each field of work performance, respondents pointed out 'the ability to construct learning contents and to organize the learning group'(12.76%), 'the ability to assess students with objective and integrated method'(10.21%) regarding the teaching ability. They mentioned 'the ability to instruct each and group of student'(17.71%), 'the ability of counselling guidance' (16.50%) regarding the teaching instruction. In addition, they mentioned that 'the ability to analyze and process the educational information' (19.98%), 'the ability to manage the staff meeting and committee'(19.37%), 'the ability to suggest school-based in-service training and study plan'(19.07%) for work performance.
Fourthly, the awareness of job satisfaction of nursing teachers marked the average of 32.16(±6.69) out of 55, with the minimum 16.00 and the maximum 50.00. The awareness difference of job satisfaction according to the background variances of teacher showed nursing teachers who are over 50 years old and have more than 10 years of career with children had relatively high job satisfaction and the married ones showed the statistically significant difference(t=1.541, p= .044).
Fifthly, among the relationship between health education environment, nursing teacher work performance, and nursing teacher job satisfaction, health education and nursing teacher work performance marked .185, health education environment and nursing teacher job satisfaction .519, nursing teacher work performance and nursing teacher job satisfaction .195. All of them showed a statical correlation that are statistically significant.
These study results lead to the following conclusions.
First, it is so hard for current secondary schools to implement systematic health education because the optional education curriculum that the institutional policy modification should be made.
Secondly, education programs such as in-service training, supervisory practice should be developed in order to enhance the work performance of nursing teacher according to the changes in health education curriculum, reflecting teacher's opinions or need for teaching and assessment method.
Thirdly, a further study is required to suggest concrete in-service training programs which can reinforce nursing teachers' work performance and to improve health education environment which can affect job satisfaction, considering the fact that nursing teachers feel worth working and maximize work efficiency when they are satisfied with their job.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 3
• 3. 용어의 정의 3
• Ⅱ. 문헌고찰 5
• 1. 학교보건교육환경 변화와 보건교사의 역할변화 5
• 1) 학교보건교육환경의 변화 5
• 2) 보건교사의 역할변화 9
• 2. 보건교사의 직무능력과 직무만족도 11
• 1) 보건교사 직무능력 11
• 2) 보건교사의 직무만족도 16
• Ⅲ. 연구방법 21
• 1. 연구설계 21
• 2. 연구대상 21
• 3. 측정도구 21
• 1) 연구 대상자의 일반적 특성 21
• 2) 보건교육 환경 22
• 3) 보건교사직무능력 22
• 4) 보건교사 직무만족도 23
• 4. 자료수집 방법 24
• 5. 분석방법 25
• 6. 연구의 제한점 25
• Ⅳ. 연구결과 27
• 1. 대상자의 일반적 특성 27
• 2. 학교보건교육 환경 29
• 1) 학교보건사업 실태 29
• 2) 보건교육 실시현황 30
• 3) 2009년 이전과 이후의 보건교육 실시의 변화 32
• 4) 학교보건교육환경 인식 35
• 3. 보건교사 직무능력과 직무만족도 35
• 1) 보건교사 직무능력 35
• 2) 보건교사 직무만족도 37
• 4. 교사의 배경변인에 따른 보건교육환경, 보건교사 직무능력, 보건교사의 직무만족도에 대한 인식차이 38
• 1) 교사의 배경변인에 따른 보건교육환경에 대한 인식 차이 38
• 2) 교사의 배경변인에 따른 보건교사 직무능력에 대한 인식 차이 40
• 3) 교사의 배경변인에 따른 보건교사 직무만족도에 대한 인식 차이 46
• 5. 보건교육환경, 보건교사 직무능력, 보건교사 직무만족도 간의 상관관계 47
• Ⅴ. 논의 48
• Ⅵ. 결론 및 제언 52
• 참 고 문 헌 56
• 부록: 설 문 지 61
• 영문초록 71