보육교사 직무만족과 소진에 관한 연구 = A Study on Job Satisfaction and Burnout of Child Care and Education Teachers in Korea

다국어 초록 (Multilingual Abstract)

In the light of research problem by the result from this study, following points will be discuseed.
1) For the score of job satisfaction in nurture teacher because 20.81 is shown as little over 20.76 average point, the averaged job satisfaction was shown for teachers in general. Among lower factors of job satisfaction on the part of teachers, social recognition, salary, administrative system and welfare factors are shown as average-below satisfaction. Especially salary and welfare level is low in score. However belief in the job and human relationship are shown as average-satisfaction.
2) The difference of job satisfaction according to general characteristics of nurture teacher is as follows.
For changeable factors of general features in nurture teachers, type of facilities, marriage or non-marriage, educational background, type of license, children's age for class in charge, number of children in class in charge and difference of job were verified, and significant difference were shown in type of facilities, educational background, career, children's age for class in charge and number of children in class in charge and the rest was no significant difference. The results showing the significant difference is as follows :
(1) For type of facilities, belief in job(P＜.001), salary(P＜.0001) and administrative system(P＜.01) are shown meaningful difference. It places for satisfaction in order of workplace, corporate, group, civil and national nurture facilities.
(2) For job satisfaction factors in accordance with educational background of nurture teacher, meaningful difference was shown in social recognition(P＜.01) and salary(P＜.001), and satisfaction for high school graduated teacher was shown higher than college graduated teacher.
(3) For job satisfaction factors according to career of nurture teacher, meaningful difference was shown in the belief in job(P＜.01) an salary(P＜.05), and the former was for 5-7 years career teachers and latter for 3-5 years teachers for high satisfaction.
(4) For job satisfaction factors according to children's age for class in charge, the lower the age is, satisfaction was shown in salary factors(P＜.01)
3) In the degree of burning out of nurture teachers, it was average 9.33 and higher than middle point 5.99, so it can be seen that in general they were highly burning out. The order by factor of burning-out that they take showed that emotional drying up is the highest and personal sense of achievement is kept average. It can bee seen that it is because teachers was exhausted emotionally, which were not attached to their own job and consequently their sense of achievement come to low. Summing up the above results, the degree of teacher burning out is not so serious, but they must be encouraged so that they are attached to their job without emotionally difficulty and go up their sense of achievement.
4) The followings is the difference of burning out according to general characteristics in nurture teacher.
As general changeable factors, type of facilities, marriage of non-marriage, educational background, license of no, career, children's age for class in charge, number of children in class in charge and degree of teacher's burning out difference was verified. Among them, significant difference was shown in type of facilities and number of children in class in charge and the rest was no significance. Significant results was as follows
(1) Meaningful difference was shown in emotional drying up(P＜.05) as the degree of drying up according to type of facilities and national, corporate, group, civil and workplace nurture facilities place in order. It can be seen from this that the more nurture facilities is aided by nation operation, the more they have jog working time with a lot of work, and consequently they experienced to burn up a lot.
(2) For the burning out according to number of children for class in charge, meaningful difference was shown in non-humanity(P＜.01). It can be seen from this that nurture teachers who are in charge of a few number of children take their ability negatively and experience to burn out a lot.
5)Job satisfaction and burning out of nurture teacher
(1) Co-relation with each factor.
As a result of calculation of mutual co-relation among 16 proposed changeable factors, significant co-relation was shown in facilities type, educational background, career, children age for class in charge and number of children in class in charge but there was no significant relation in the co-relation between all changeable factors of marriage or no and licence.
In the facilities type and job satisfaction and burning out, there were belief in job, salary, administrative system and emotional drying up with significant co-relation. That is, the degree of satisfaction is high in workplace nurture facilities and national facilities experiences many burning-outs.
In the educational background, job satisfaction and burning out factors, social recognition and salary factors showed significant co-relation, and so the higher education level is, satisfaction of social recognition and salary is small.
In the career and job satisfaction and burning out factor, significant co-relation was shown in the belief in job and salary factor. For belief in job, 3-7 year career nurture teachers are highly satisfied and for salary, 3-5 teachers.
In the children' age for class in charge and job satisfaction and burning out factors, only salary factor indicated significant co-relation, the older children age for class in charge is, the degree of teacher's satisfaction is getting low.
In number of children in class in charge and job satisfaction and burning out factors, only non-humanity indicated significant co-relation, the smaller number of children in class in charge, the higher the degree of burning out of non-humanity is.
(2) Relationship with job satisfaction factor and burning out factors.
The examination of emotional drying out in the analytical result about the relationship with job satisfaction and burning out of nurture teacher showed that coefficient is .379 ∼.533 and has all significant relations in order of welfare(.533, P≤.0001), human relation(.505, P≤.0001), administrative system(.467, P≤.0001), social recognition(.460, P≤.0001), belief in job(.459, P≤.0001) and salary(.379, P≤.0001)factors.
In the result of non-humanity, coefficient is .176 ∼ 459 and has all significant relations in order of belief in job(.459, P≤.0001), human relation(.316, P≤.0001), salary(.273, P≤.0001), welfare(.2435, P≤.0005), social recognition(.2434, P≤.0005) and administrative system(.176, P≤.01)factors.
In the result of personal achievement, coefficient is .071 ∼.489 and has all significant relations in order of human relation(.489, P≤.0001), social recognition(.363, P≤.0001), administrative system(.354, P≤.0001), welfare(.326, P≤.0001), belief in job(.196, P≤.0001) and salary(.071, P≤.0001)factors.
In conclusion, from the result of this study, nurture teachers, in general, are in the middle level for job satisfaction but their burning out was high in general. In addition, because there are high co-relation between nurture teacher's job satisfaction and their burning out. It is considered that they can get out of severe stress, prevent and reduce the burning out, raising teacher's job satisfaction by means of shortening of teacher's working time, offering of appropriate salary reward, education training for senior teachers, pension system guarantee and holiday system (annual leave, maternity leave and sick leave). Therefore, social recognition factors, reward factors, administrative system factors and welfare factors which have satisfaction level below average in the job satisfaction level as a result of research of this study should be revised so that teachers can take a pride in the job and serve faithfully and that education quality in Children house can raised.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 목적 및 문제 = 4
• 3. 연구의 제한점 = 4
• II. 이론적 배경 = 5
• 1. 직무만족에 대한 이론 = 5
• 1) 직무만족의 정의 = 5
• 2) 보육교사의 직무만족 요인 = 7
• 2. 소진에 대한 이론 = 13
• 1) 소진의 정의 = 13
• 2) 보육교사의 소진 요인 = 15
• 3. 선행연구 고찰 = 22
• III. 연구방법 = 24
• 1. 연구대상 및 자료수집방법 = 24
• 2. 연구도구 = 24
• 3. 자료분석방법 = 26
• IV. 결과 및 해석 = 28
• 1. 조사대상자의 일반적 특성 = 28
• 2. 보육교사의 직무만족도 = 30
• 3. 보육교사의 소진 = 41
• 4. 보육교사의 직무만족과 소진 = 47
• V. 논의 및 결론 = 53
• 참고문헌 = 59
• ABSTRACT = 64
• 설문지 = 70