초등학교 교사의 심리적 소진에 대한 잠재프로파일 및 영향요인 분석 = Analysis of Latent Profiles and the Determinants of Elementary Teacher's Burnout

국문 초록 (Abstract)

이 연구의 목적은 초등학교 교사들이 경험하는 심리적 소진의 잠재 계층이
몇 가지로 구분되는지 살펴보고, 각 잠재 계층이 사회인구학적 특성요인, 개인
적 특성요인과 환경적 특성요인들에 의해 유의하게 분류될 수 있는지 살펴보는
데 있다. 이를 위해 경상남도 소재 32개 초등학교에서 근무하는 교사 629명을
대상으로 심리적 소진 척도, 완벽주의 척도, 감정부조화 척도, 교사효능감 척도,
직무환경 척도로 검사를 실시하여 자료를 수집하였다. 수집한 자료는 Mplus7를
사용하여 잠재프로파일 분석을 실시하였으며, 도출된 유형에 대한 예측요인들
의 영향 검증을 위하여 SPSS 21.0를 사용하여 다항로지스틱 분석을 실시하였다. 분석 결과는 다음과 같다.
첫째, 초등학교 교사의 소진유형을 살펴보기 위해 잠재프로파일 분석(LPA)을
실시한 결과, 초등학교 교사의 소진유형은 AIC, BIC, SABIC의 정보준거지수와
우도비 검증 통계량, 각 유형의 최저 사례수 비율 등을 고려하여 세 가지 유형
이 가장 적합한 것으로 확인되었다. 각 유형은 ‘적응형’, ‘잠재적 소진형’, ‘소진
위험형’이라 명명하였으며, 각각 28.9%, 52.3%, 18.8%의 초등학교 교사가 이에
해당되는 것으로 분석되었다.
둘째, 초등학교 교사의 세 가지 소진 유형의 특성을 파악하기 위해 다항로지
스틱 회귀분석을 실시한 결과 인구사회학적 특성요인으로 성별, 결혼 유무, 경
력은 세 유형을 비교하는데 공통적으로 영향을 미치지 않는 것으로 나타났으
며, 직위는 부장교사일수록 ‘소진 위험형’에 속할 가능성이 높은 것으로 나타났
다. 개인적 특성요인으로 완벽주의, 감정부조화, 교사효능감은 세 유형을 비교
하는데 영향이 있었다. 어떤 소진 유형을 비교대상으로 놓는가에 따라 유의하
지 않거나, 영향력의 크기에 있어 차이점이 존재했으나 완벽주의, 감정부조화가
높을수록 ‘소진 위험형’에 정적인 영향을 미쳤으며 교사효능감이 높을수록 부적
인 영향을 미쳤다. 또한 환경적 특성요인으로 도전기회 부족, 역할갈등, 업무과
다는 소진의 세 유형의 비교에 유의한 영향을 미쳤으며 도전기회 부족, 역할갈
등, 업무과다가 높을수록 ‘소진 위험형’에 속할 가능성이 높았다. 하지만 역할모
호성은 공통적으로 유의하게 설명해 주지 못하였다.
이러한 연구 결과는 교사의 소진을 개인 중심 분석을 통한 새로운 관점에서
연구가 이루어졌다는 점에서 의미가 있으며, 또한 기존 연구의 소진 유형의 불
일치 현상을 해소하는데 기여하였다. 그리고 교사의 소진 유형의 특징을 통합
적으로 이해함으로써 소진 현상을 예방하고 상담하는데 도움이 될 것이다. 그
러나 이 연구는 교사 전체를 일반화하기에는 한계가 있으며, 잠재계층을 구분
하는데 큰 설명력을 가진 변인들을 더 조사하여 각 잠재계층으로 분류되는 원
인을 보다 면밀히 파악할 필요가 있다고 생각한다.

목차 (Table of Contents)

• 국문초록 ········································································································ⅰ
• Ⅰ. 서론
• 1. 연구의 필요성과 목적 ····················································································1
• 2. 연구문제············································································································6
• 3. 용어의 정의······································································································7
• Ⅱ. 이론적 배경
• 1. 심리적 소진······································································································9
• 2. 완벽주의··········································································································13
• 3. 감정부조화 ······································································································17
• 4. 교사효능감 ······································································································19
• 5. 직무환경··········································································································22
• Ⅲ. 연구방법
• 1. 연구대상··········································································································25
• 2. 측정도구··········································································································26
• 3. 자료분석··········································································································31
• Ⅳ. 연구결과
• 1. 변인의 기술통계치와 상관관계 ··································································33
• 2. 잠재프로파일 분석························································································35
• 3. 잠재프로파일 유형의 특성··········································································37
• 4. 잠재프로파일 영향요인 검증 ······································································39
• Ⅴ. 논의와 제언
• 1. 논의 ··················································································································42
• 2. 결론과 제언····································································································47
• 참고문헌 ········································································································49
• Abstract ········································································································65