유아교사의 테크노스트레스와 교사효능감의 관계에서 스트레스대처의 매개효과

국문 초록 (Abstract)

본 연구의 목적은 유아교사의 테크노스트레스와 교사효능감의 관계에서 스트레스대처의 매개효과를 파악하는 것이다. 연구대상자는 서울과 경기도의 어린이집과 유치원 교사 197명이었다. 자료분석은 SPSS 20.0을 이용하여 기술통계, 상관관계분석, 다중회귀분석을 실시하였다. 연구결과 테크노스트레스와 스트레스대처는 교사효능감과 유의한 상관이 나타났는데, 테크노스트레스와 스트레스대처는 정적 상관관계, 테크노스트레스와 교사효능감은 부적 상관관계를 나타냈다. 대상자들의 테크노스트레스와 교사효능감의 관계에서 스트레스대처는 매개효과가 있는 것으로 나타났다. 이런 결과에 따라 유아교사의 테크노스트레스를 낮추고 교사효능감을 높이기 위해서는 스트레스대처를 중점으로 한 중재 프로그램을 개발하여 적용하는 것이 필요할 것이다.

다국어 초록 (Multilingual Abstract)

Background: The purpose of this study was to examine the association between early childhood teachers’ technostress and teacher efficacy, and explored the mediation effects of stress coping in the between technostress and teacher efficacy.
Methods: The subjects of the study were 197 kindergarten and child care center teachers who work in Seoul and Gyeonggi do. The data were collected from 5, November 2017 to 20, November. It was analyzed with descriptive statistics, Pearson correlation and multiple regression using SPSS 20.0 program.
Results: Participants was a moderate degree of technostress and stress coping, and slightly higher degree of teacher efficacy. There were significant correlations among technostress, stress coping and teacher efficacy. Technostress was positively correlated with stress coping and was negatively correlated with teacher efficacy. Stress coping was acted as a mediator in the between technostress and teacher efficacy.
Conclusions: These results suggest that it is necessary to develop and apply an intervention program focusing on stress coping in order to lower the technostress and raise the teacher efficacy of early childhood teachers.

목차 (Table of Contents)

• Key messages
• Abstract
• 서론
• 연구방법
• 결과
• 고찰
• References

참고문헌 (Reference)

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