초등학교 통합학급 교사의 직무스트레스와 소진에 관한 연구
A study on the Job Stress in Teaching and Burnout of Integrated Class Teachers in the Elementary School
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이 연구는 초등학교 통합학급 교사의 직무스트레스와 소진에 대하여 알아보기 위한 것으로, 초등학교 교사 140명을 대상으로 설문지를 사용하여 조사하였다. 연구결과는 다음과 같다. 첫째, 통합학급 교사의 전반적인 스트레스 경향은 사회적 지원과 수업지도 및 잡무에서 유의미한 차이를 보였다. 둘째, 통합학급 교사가 지각한 소진경험의 전반적인 경향을 살펴보면, 교사의 개인적 성취감 상실이 가장 높은 소진경험으로 연결되는 것으로 나타났다. 셋째, 통합학급 교사의 직무스트레스와 소진과의 관계는 높은 상관성을 나타내었다. 따라서 이 연구는 다양한 교육 환경에 직면해 있는 통합학급 교사들의 직무스트레스와 관련된 교육현장 여건개선의 기초자룔 제공하는데 그 의의가 있다
Abstract
This study examined the job stress of teachers in integrated education and the characteristics of the burnout according to the variables, including, gender, career of teaching, the level of students' handicap, the number of students with handicap, and spouses' occupations. With this, the study aimed to find the basis for successful integrated education. The subjects were 140 teachers of integrated classes in elementary schools. The method of this study was a survey, using questionaries made by Kang, Hak-Gu. His questionary is modified Wilson(1981)'s ‘Stress Profile for Teacher (STP)’ and Maslach & Jackson(1981)'s ‘MBI (Maslach Burnout Inventory)’ to fit in for Korean situation. The results were tested with t-test, F-test, and Pearson's simple correlation in SPSS/WIN(version 10.0). The followings are the findings. First, teachers have high stresses in teaching and administrative works and then in the relationship with students and working conditions. Let's look at how each individual variable affects on the job stress. In gender, female teachers have a little higher mark than males teachers on the job stress, but statistically, there is no significance. So gender does not affect on stress level among teachers. The more career of teaching the less job stress. The stress level is ranked high in teachers with less than 10 years of career of teaching. Then, respectively, teachers with more than 10 years and less than 20 years of career of teaching and teachers with more than 20 years of teaching, have less stress level. The level of students' handicap are also found to be related to the job stress. Compared to students with mild handicap, when students have severe handicap, teachers experience the high stress level. The more severe level of handicap the higher job stress in teachers. The number of students with handicap dealt with teachers are also caused the high level of stress. Teachers with one student with handicap experience lower level of stress than teacher with more than one student with handicap do. The spouses' occupation also affects on the job stress of teachers of integrated classes. Teachers with spouses whose occupations are office workers have slightly higher level of stress than ones with spouses who are teachers but relatively higher level than ones with spouses whose occupations are self-employers and others. Next is about teachers burnout. Teacher experience burnout when they feel emotional exhaustion. Based on the variables, teachers have different level of burnout. Female teachers feel slighter burnout than male teachers but there is no statistically significance. The more career of teaching the less experiencing burnout. Feeling of burnout is ranked high in teachers with less than 10 years of career of teaching. Then, respectively, teachers with more than 10 years and less than 20 years of career of teaching and teachers with more than 20 years of teaching experience less burnout. Teacher feel more burnout with students with severe handicap than those with slight handicap. The more number of students with handicap the more feeling burnout. Teachers with one student with disability experience less burnout than ones with more than one student with disability. Teachers are vulnerable to feeling burnout when they have more than one students and students with severe handicap. Spouses' occupations also affects on teachers feeling burnout. Teachers with spouses whose occupations are office workers and teachers have higher level of burn out than those with spouses whose occupations are self-employers and others. Third, there is a high correlation between the job stress and the burnout of integrated class teachers. The minor effects of burnout and job stress has relatively higher correlation; for example, emotional exhaustion and job stress(r=0.79), and feeling loss of personal accomplishment and job stress(r=0.64). In the relationship between the minor effects of job stress and burn out, there are high correlations between teaching and administrative works and burnout(r=0.68), between treatment and working conditions and burnout(r=0.68), between the relationship with students and burnout(r=0.65), and between the relationship with superiors and burnout(r=0.63). The last is the correlation between the minor effects of burnout and the minor effects of job stress. There is a high correlation the minor effects of job stress and emotional exhaustion.
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