학술논문
초등교사의 직무 스트레스가 소진에 미치는 영향 : 사회적 지지, 직업 정체성, 회복탄력성의 조절효과와 매개효과를 중심으로 / The Effects of Job Stress on the Burn-out of Elementary School Teachers : Focusing on the moderating and mediating effects of social support, professional identity and resilience
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 초등교사의 직무 스트레스가 소진에 미치는 영향을 파악하는 데 있어서 다양한 변인들과의 구조적 관계를 규명하는 것을 목적으로 하고 있다. 이론적 검토를 통해 초등교사의 소진에 대한 변인으로 직무 스트레스, 사회적 지지, 직업 정체성, 회복탄력성을 도출하였다. 또한 선행연구 검토를 통해 개별 변인의 구성요소를 도출하고, 변인들 간의 구조적 관계를 파악하여 다음과 같은 연구문제를 설정하였다. 초등교사의 인구통계학적 특성에 따른 개별 변인에 대한 인식 차이 존재 여부, 직무 스트레스와 소진 간의 영향관계 존재 여부, 초등교사의 사회적 지지, 직업 정체성, 회복탄력성의 직무 스트레스와 소진 간 조절효과 존재 여부, 초등교사의 직무 스트레스가 사회적 지지, 직업 정체성, 회복탄력성을 매개로 소진에 미치는 간접적인 영향 존재 여부를 확인하고자 하였다. 연구 분석을 위한 이론적 탐색과 전문가 1인 및 현직 교사 6인의 검토를 통해 측정 도구를 개발하였다. 2017년 12월 1일부터 2017년 12월 29일까지 약 4주에 걸쳐 경기도 지역에 근무하는 초등교사 700명을 대상으로 설문 조사를 실시하였다. 인구통계학적 특성에 따라 초등교사의 소진 및 영향변인에 대한 인식 차이를 파악하기 위해 t-test와 일원배치 분산분석(ANOVA)을 실시하였으며, 잠재변인 간 영향관계 분석을 위해 구조방정식 모형 분석을 실시하였다. 본 연구의 분석 결과는 다음과 같다. 첫째, 인구통계학적 특성에 따라 직무 스트레스, 소진, 사회적 지지, 직업 정체성, 회복탄력성에 대한 인식의 차이는 총 93문항 중 성별(26문항), 직위(29문항), 교직 경력(15문항), 소속 학교 소재지(25문항), 학교 규모(15문항), 연령(16문항)에서 인식의 차이가 나타났다. 둘째, 직무 스트레스와 소진 간의 영향관계 분석 결과 초등교사의 직무 스트레스는 소진에 정(+)의 영향을 미치는 것으로 나타났다. 셋째, 초등교사의 사회적 지지, 직업 정체성, 회복탄력성이 높을수록 직무 스트레스가 소진에 미치는 영향력의 크기가 감소할 것이라는 가설은 기각되어 본 연구에서는 변인들의 조절효과가 나타나지 않았다. 넷째, 사회적 지지, 직업 정체성, 회복탄력성 변인에 대한 매개효과 분석 결과 직무 스트레스는 사회적 지지를 매개로 소진에 간접적인 정(+)의 영향을 미치는 것으로 나타났다. 또한 직무 스트레스는 직업 정체성을 매개로 소진에 간접적인 정(+)의 영향을 미치는 것으로 나타났으나 직업 정체성은 회복탄력성을 매개로 소진에 간접적인 부(-)의 영향을 미치는 것으로 나타났다. 즉, 직업 정체성은 소진을 증가시키지만 매개변수인 회복탄력성을 통해서 소진을 감소시키는 것으로 나타났다. 한편 직무 스트레스는 회복탄력성을 매개로 소진에 간접적인 부(-)의 영향을 미치는 것으로 나타났다. 분석 결과 초등교사의 회복탄력성이 가장 중요한 매개변인으로 나타났다. 초등교사의 회복탄력성은 소진을 감소시키는 매개효과를 가지고 있는 반면, 사회적 지지와 직업 정체성은 소진을 증가시키는 매개효과를 가지고 있는 것으로 나타났다. 한편 직업 정체성은 회복탄력성을 매개로 소진을 감소시키는 것으로 나타났다. 이러한 분석 결과를 통해서 볼 때, 초등교사의 소진 예방을 위해서는 회복탄력성을 높일 수 있는 방안이 모색되어야 한다. 따라서 학교 현장에서 회복탄력성 향상 프로그램 기획과 구체적인 실천 방안, 교사 재교육을 통한 회복탄력성 지원 방안 등에 대한 연구가 필요하다. 본 연구는 소진에 영향을 미치는 사회 환경적 변인과 개인적 변인과의 구조적 관계를 동시에 탐색해 본 연구로서 의미가 있으며, 본 연구 결과를 바탕으로 앞으로 교원 정책 연구 및 교사 교육 프로그램 개발에 기초 자료로 활용될 수 있을 것이다.
The objective of this study is to reveal the structural relationships between diverse variables to understand the effects of job stress on the burn-out of elementary school teachers. Through the theoretical review, as variables of burn-out of elementary school teachers, the job stress, social support, professional identity, and resilience were drawn. Also, through the review of preceding researches, the elements of individual variables were drawn, and the structural relationships between those variables were understood. After that, the research questions were set up as follows. This study aimed to verify if there would be differences in the perception of individual variables in accordance with the demographic characteristics of elementary school teachers, if there would be the influential relationship between job stress and burn-out, if there would be the moderating effects of social support, professional identity, and resilience on the relationship between job stress and burn-out of elementary school teachers, and if there would be the indirect effects of job stress on the burn-out with the mediation of social support, professional identity, and resilience of elementary school teachers. The measurement tool was developed through the theoretical exploration and the review by an expert and six current teachers. For about four weeks from December 1st 2017 to December 29th 2017, a survey was conducted targeting 700 elementary school teachers working for Gyeonggi-do region. In order to understand differences in the perception of burn-out and influence variables of elementary school teachers in accordance with the demographic characteristics, the t-test and ANOVA were conducted. For analyzing the influence relationships between latent variables, the structural equation model analysis was performed. The results of analysis are as follows. First, in accordance with the demographic characteristics, there were differences in the perception of job stress, burn-out, social support, professional identity, and resilience such as sex(26 questions), position(29), teaching experience(15), affiliated school location(25), school size(15), and age(16) out of total 93 questions. Second, in the results of analyzing the influence relationship between job stress and burn-out, the job stress of elementary school teachers had positive(+) effects on the burn-out. Third, the hypothesis that the influence of job stress on the burn-out would be decreased when the social support, professional identity, and resilience of elementary school teachers were higher was dismissed, so that there were no moderating effects of variables in this study. Fourth, in the results of analyzing the mediating effects of social support, professional identity, and resilience, the job stress had indirectly positive(+) effects on the burn-out with the mediation of social support. Also, the job stress had indirectly positive(+) effects on the burn-out with the mediation of professional identity while the professional identity had indirectly negative(-) effects on the burn-out with the mediation of resilience. In other words, even though the professional identity increased the burn-out, it decreased the burn-out through the resilience as a mediating variable. Meanwhile, the job stress had indirectly negative(-) effects on the burn-out with the mediation of resilience. In the results of analysis, the resilience of elementary school teachers was shown as the most important mediating variable. The resilience of elementary school teachers had the mediating effects that would decrease the burn-out while the social support and professional identity showed the mediating effects that would increase the burn-out. Meanwhile, the professional identity decreased the burn-out with the mediation of resilience. Based on the results of this analysis, for the prevention of burn-out of elementary school teachers, it would be necessary to seek for the measures to increase the resilience. Thus, there should be some researches on the planning of resilience improvement programs in school site, concrete practice measures, and the resilience support measures through the retraining for teachers. The significance of this study is to explore the structural relationships between environmental variables and personal variables having effects on the burn-out at the same time. The results of this study could be used as the basic data for the development of educational programs for teachers and researches on teachers' policy in the future.
The objective of this study is to reveal the structural relationships between diverse variables to understand the effects of job stress on the burn-out of elementary school teachers. Through the theoretical review, as variables of burn-out of elementary school teachers, the job stress, social support, professional identity, and resilience were drawn. Also, through the review of preceding researches, the elements of individual variables were drawn, and the structural relationships between those variables were understood. After that, the research questions were set up as follows. This study aimed to verify if there would be differences in the perception of individual variables in accordance with the demographic characteristics of elementary school teachers, if there would be the influential relationship between job stress and burn-out, if there would be the moderating effects of social support, professional identity, and resilience on the relationship between job stress and burn-out of elementary school teachers, and if there would be the indirect effects of job stress on the burn-out with the mediation of social support, professional identity, and resilience of elementary school teachers. The measurement tool was developed through the theoretical exploration and the review by an expert and six current teachers. For about four weeks from December 1st 2017 to December 29th 2017, a survey was conducted targeting 700 elementary school teachers working for Gyeonggi-do region. In order to understand differences in the perception of burn-out and influence variables of elementary school teachers in accordance with the demographic characteristics, the t-test and ANOVA were conducted. For analyzing the influence relationships between latent variables, the structural equation model analysis was performed. The results of analysis are as follows. First, in accordance with the demographic characteristics, there were differences in the perception of job stress, burn-out, social support, professional identity, and resilience such as sex(26 questions), position(29), teaching experience(15), affiliated school location(25), school size(15), and age(16) out of total 93 questions. Second, in the results of analyzing the influence relationship between job stress and burn-out, the job stress of elementary school teachers had positive(+) effects on the burn-out. Third, the hypothesis that the influence of job stress on the burn-out would be decreased when the social support, professional identity, and resilience of elementary school teachers were higher was dismissed, so that there were no moderating effects of variables in this study. Fourth, in the results of analyzing the mediating effects of social support, professional identity, and resilience, the job stress had indirectly positive(+) effects on the burn-out with the mediation of social support. Also, the job stress had indirectly positive(+) effects on the burn-out with the mediation of professional identity while the professional identity had indirectly negative(-) effects on the burn-out with the mediation of resilience. In other words, even though the professional identity increased the burn-out, it decreased the burn-out through the resilience as a mediating variable. Meanwhile, the job stress had indirectly negative(-) effects on the burn-out with the mediation of resilience. In the results of analysis, the resilience of elementary school teachers was shown as the most important mediating variable. The resilience of elementary school teachers had the mediating effects that would decrease the burn-out while the social support and professional identity showed the mediating effects that would increase the burn-out. Meanwhile, the professional identity decreased the burn-out with the mediation of resilience. Based on the results of this analysis, for the prevention of burn-out of elementary school teachers, it would be necessary to seek for the measures to increase the resilience. Thus, there should be some researches on the planning of resilience improvement programs in school site, concrete practice measures, and the resilience support measures through the retraining for teachers. The significance of this study is to explore the structural relationships between environmental variables and personal variables having effects on the burn-out at the same time. The results of this study could be used as the basic data for the development of educational programs for teachers and researches on teachers' policy in the future.