정신지체 특수학교 교사들의 직무스트레스 대처 방안에 관한 연구 = A Study on Job Stress Coping Strategies of Teachers in the Special Schools for the Students with Mental Retardation
This study begins to examine the working conditions of teachers in the special school for student with mental retardation, the ways to deal with job stress related with features by variables, and the purposes of this study are to :
First, examine the ways(problem-based measure, emotional purification, social support seeking and hopeful thought) to cope with stress of teachers in the special school for student with mental retardation.
Second, investigate the difference of ways(problem-based measure, emotional purification, social support seeking and hopeful thought) to cope with stress by features(sex, age, educational career, school type, curriculum, post, certification) of survey respondents.
For these purposes, a total of 7 special school for student with mental retardation located in Busan and Daegu were selected. As a measurement, the survey used in 'Perceived stress recognition set and effect of ways of coping on depression', created by correcting and supplementing that used in 'factors of ways to cope with stress and relations with depression' by Kim Jeonghui(1987), made by adapting and analyzing 'The ways of coping checklist' developed by Folkman & Larzarus(1985) by Kim Jeonghui & Lee Jangho(1985) was corrected to be suitable for this study. And the results of this study were treated with SPSS 18.0 for Windows. Fro the basic data of ways to deal with job stress of teachers in the special school for student with mental retardation, the Frequency Analysis, and t-test were conducted in order to test the difference of ways to cope with job stress by sex, school type, post of teachers in special school for student with mental retardation, and ANOVA was implemented in order to test the difference of them.
The results of this study are as follows:
The most frequently used way to deal with stress of teachers in special school for student with mental retardation was identified as the problem-based measure, followed by social support seeking, emotional purification, hopeful thought : among 4 sub-type of ways to deal with stress, the problem-based measure is used at the highest frequency and the hopeful thought is used at the lowest frequency.
The results of analysis of ways to cope with job stress according to the features of teachers in special school for student with mental retardation are as follows:
First, in the result of examination of ways to deal with stress of teachers in special school for student with mental retardation by sex, the problem-based measurement shows the statistically significant difference by it. In particular, males are more likely to resolve the job stress with the problem-based measurement than females. The emotional purification and the social support seeking shows no difference by sex. In contrast, the hopeful thought show the significant difference by sex and was used to resolve the stress by females more frequently than by males.
Second, in the result of examination of ways to deal with stress of teachers in special school for student with mental retardation by education career, the problem-based measurement, emotional purification and social support seeking show no statistically significant difference by it of teachers. This indicates that there is no difference in ways to cope with job stress according to educational career of teachers. But the hopeful thought shows the statistically significant difference by education career of them. Specifically, teachers with career '< 3-5 years', '< 1-3 years' usually use hopeful thought measurement to resolve the job stress, in contrast, teachers with career '>7 years', '<1 year' use it less frequently.
Third, in the result of examination of ways to deal with stress of teachers in special school for student with mental retardation by age, the 4 sub-types of ways to cope with stress all shows no difference by age of teachers. That is, there is no difference in ways to deal with stress, according to age of them; no difference is found in ways to deal with job stress by age of them.
Fourth, in the result of examination of ways to deal with stress of teachers in special school for student with mental retardation by school type, the problem-based measurement, social support seeking, hopeful thought shows no statistically significant difference according to it. This suggests that there is no difference in ways to cope with job stress according to school types. But the emotional purification shows the statistically significant difference by school type. Specifically, teachers working in public school use the emotional purification to resolve the job stress more frequently than teachers working in private school.
Fifth, the result of examination of ways to deal with stress of teachers in special school for student with mental retardation by curriculum suggests that 4 sub-types of ways to deal with stress all shows no statistically significant difference by it: the ways to cope with job stress does not differ according to elementary school, junior school, high school curriculums.
The result of examination of ways to deal with stress of teachers in special school for student with mental retardation by educational post show no statistically significant difference among 4 sub-types of ways to deal with job stress by it: there is no difference in ways to resolve it, regardless of whether the educational post is class teacher or non-class teacher.
Through the findings above, it is believed that not only the ways to cope with the stress of teachers in special school for student with mental retardation, but also those of other teachers should be examined by disability areas on a nationwide scale.
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