특수교사의 소진, 임파워먼트 및 직무만족도에 관한 연구

Abstract

The purpose of this study is to analyze characteristics of burnout, empowerment, and job satisfaction according to the background factors of special education teachers and understand the effect of burnout, empowerment on job satisfaction of teachers in special education schools. A survey was conducted with 346 special education teachers of 10 special schools in P city. 256 special teachers responded with the response rate of 73.99% and 6 vocational program teachers were excluded in the data analysis. Based on the total of 250 special education teachers survey obtained by the research, frequency analysis, t-test or F-test and multiple regression analysis were performed according to the background variables of teachers with SPSS 18.0 program. The findings of the study are as follows:First, special education teachers in the public schools showed higher levels of burnout than those in the private schools. No significant differences were found on the levels of burnout according to the other background variables. Second, significant differences were found on the levels of empowerment according to the ages and years of teaching career. Special education teachers aged above 40 showed higher levels of empowerment than those aged below 30. Special education teachers who have more than 10 years of teaching career showed higher levels of empowerment than those who have less teaching career. Third, no significant differences were found on the levels of total score of job satisfaction according to the all of background variables. Fourth, significant variables which influenced on job satisfaction of special education teachers were empowerment and burn out. The strength of influencing power on job satisfaction of special education teachers was shown as burn out > empowerment. Significant variables of burn-out which influenced on job satisfaction of special education teachers were reduced personal accomplishment, emotional exhaustion. The strength of influencing power was shown as personal accomplishment > emotional exhaustion. Significant variables of empowerment which influenced on job satisfaction of special education teachers were task performance motivation, sharing vision, self-Efficacy. The strength of influencing power was shown as task performance motivation > sharing vision > self-Efficacy. We concluded that characteristics of burnout, empowerment, and job satisfaction can differ depending on the background factors of special education teachers and burnout and empowerment of special education teachers affect job satisfaction.