교사의 분노경험에 대한 감정반응과 직무 소진 및 직무 효능감의 구조적 관계
Structural Relationship among Teacher’s affective response to anger experience, burnout and job efficacy
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초록
본 연구의 목적은 정서사건이론에 근거하여 교사의 관계갈등 상황에서 유발된 분노감정 반응이 분노평가 사고(지각된 공정성 좌절 인내력 부족, 정서적 좌절 인내력 부족)와 분노대처반응(기능적, 역기능적)을 매개로, 직무소진 및 직무효능감에 미치는 효과를 검증하는 것이다. 이를 위해 사전조사를 통해 제작된 교사의 관계갈등 시나리오를 제시하고 총 280명의 초중고 교사를 대상으로 설문조사를 실시했으며 276명의 자료를 구조방정식 모형으로 분석하였다. 연구결과, 분노감정반응은 직무소진과 직무효능감에 영향을 미쳤으며 분노평가사고(공정성/정서적 좌절 인내력 부족)와 기능적 분노대처반응의 매개효과가 확인되었으나 역기능적 분노대처반응의 간접효과는 통계적으로 유의하지 않았다. 이러한 결과는 교사가 경험하는 관계갈등 사건이 직접적으로 교사의 소진과 효능감에 영향을 미칠 수 있으며 분노감정반응에 대한 인지적 과정에 따라 직무소진과 직무효능감에 대한 영향력의 차이가 있음을 알 수 있다. 이를 토대로 본 연구에서는 교사의 갈등상황 및 분노감정에 있어 교사 대상 감정코칭전략을 제안하여 교사의 심리적 안녕감 개선에 기여할 수 있음을 제시하였다.
Abstract
Purpose: This research aimed to analyze the structural relationship among teachers’ anger experience, anger appraisal(low frustration tolerance), coping strategy(functional, dysfunctional), burnout and job efficacy in the relationship conflict and to test the mediating effect of anger appraisal and coping strategy, following the framework of Affective Event Theory. Design/methodology/data/approach: For this study, the author prepared the scenario on a teachers’ relationship conflict situation and collected 276 responses, which were analyzed using SEM. After the model fit was verified, the statistical significance of the relationship among the variables was verified, along with the mediating effect of anger appraisal and functional coping strategy using bootstrapping. Findings/Results: The direct effect of anger responses on burnout was statistically significant, whereas anger appraisal and functional coping strategy had significant indirect effect on burnout and job efficacy. Value: This study provides implications that it is crucial to understand the impact of cognitive process of anger appraisal and coping strategy within anger experience on teachers’ psychological well-being, as well as on their professional well-being.
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