MZ세대 태권도 사범의 특성 탐색 및 직무만족 제고
Characteristics of Taekwondo Master in Generation MZ Exploration and job satisfaction enhancement
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This study aimed to explore the instructional styles, job characteristics, and job satisfaction factors of Taekwondo instructors from the MZ generation, born between 1980 and 2010, and to suggest strategies for reducing job stress and improving job satisfaction. The study was conducted through participant observation and in-depth interviews with five certified international Taekwondo instructors with over three years of experience, currently working in the Seoul and Gyeonggi regions. The results revealed that MZ generation instructors exhibit distinct traits such as friendly communication, relationship-centered instruction, trend-reflective teaching methods, and continuous efforts in self-development. Job satisfaction was influenced by both extrinsic factors—such as salary, welfare, and job stress—and intrinsic factors—such as the sense of achievement from student growth and trust from parents. Key elements for improving job satisfaction included guaranteed paid leave, secured weekend rest, and better working conditions. Additionally, salary increases and staff support were identified as essential to enhancing job continuity. This study provides foundational data for improving the working environment of MZ generation instructors and highlights the need for future research to expand sample diversity and generalizability.
Abstract
This study aimed to explore the instructional styles, job characteristics, and job satisfaction factors of Taekwondo instructors from the MZ generation, born between 1980 and 2010, and to suggest strategies for reducing job stress and improving job satisfaction. The study was conducted through participant observation and in-depth interviews with five certified international Taekwondo instructors with over three years of experience, currently working in the Seoul and Gyeonggi regions. The results revealed that MZ generation instructors exhibit distinct traits such as friendly communication, relationship-centered instruction, trend-reflective teaching methods, and continuous efforts in self-development. Job satisfaction was influenced by both extrinsic factors—such as salary, welfare, and job stress—and intrinsic factors—such as the sense of achievement from student growth and trust from parents. Key elements for improving job satisfaction included guaranteed paid leave, secured weekend rest, and better working conditions. Additionally, salary increases and staff support were identified as essential to enhancing job continuity. This study provides foundational data for improving the working environment of MZ generation instructors and highlights the need for future research to expand sample diversity and generalizability.