어린이집 장애교육 교사의 직무스트레스 연구

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어린이집 장애교육 교사의 직무스트레스 연구

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차 례


Ⅰ. 서론 ····················································································· 1
1. 연구의 필요성 ······································································· 1
2. 연구의 목적 ·········································································· 2
3. 연구의 가정 ·········································································· 2
4. 용어의 정의 ·········································································· 3

Ⅱ. 선행연구 개관 ·········································································· 4
1. 직무스트레스 요인 ·································································· 4
2. 장애통합 교사의 직무스트레스 ···················································· 7
3. 장애전담 교사의 직무스트레스 ···················································· 9

Ⅲ. 연구 문제 및 연구 가설 ······························································ 12
1. 연구 문제 ············································································ 12
2. 연구 가설 ············································································ 12

Ⅳ. 연구 방법 ·············································································· 13
1. 연구 대상 ············································································ 13
2. 조사 절차 ··········································································· 14
3. 측정 도구 ············································································ 15
4. 자료처리 방법 ······································································· 15
5. 연구의 제한점 ······································································· 16

Ⅴ. 결과 및 논의 ··········································································· 17
1. 담당학급에 따른 직무스트레스 차이 ············································· 17
2. 결혼여부에 따른 직무스트레스 차이 ············································· 18
3. 교사 연령에 따른 직무스트레스 차이 ··········································· 19
4. 총 교육경력에 따른 직무스트레스 차이 ········································· 21
5. 현 어린이집 교사의 교육경력에 따른 직무스트레스 차이 ···················· 24

Ⅵ. 결론 및 제언 ·········································································· 26
1. 결론 ·················································································· 26
2. 제언 ·················································································· 27

참고문헌 ···················································································· 28

[부 록] ······················································································29



표 차 례

연구 대상 교사의 일반적 배경 ·············································· 13
스트레스 척도의 문항구성과 신뢰도 및 구인 타당도 ···················· 15
담당 학급에 따른 직무스트레스에 대한 t-검증 ··························· 17
결혼여부에 따른 직무스트레스에 대한 t-검증 ···························· 18
연령에 따른 직무스트레스의 평균과 표준편차 ···························· 19
교사 연령에 따른 직무스트레스에 대한 일원배치 변량분석 ············ 20
교육 경력에 따른 직무스트레스의 평균과 표준편차 ····················· 21
교육 경력에 따른 직무스트레스의 차이에 대한 일원배치 변랑분석 ··· 22
학생과의 관계와 동료교사와의 관계 및 총 스트레스에서
Scheffe 사후검증 결과 요약표 ···························· ·················· 23
현 어린이집 교사의 교육 경력에 따른
직무 스트레스의 평균과 표준편 ············································· 24
현 어린이집 교사의 교육 경력에 따른 스트레스의 차이 ················ 25

본문내용

2. 연구의 목적

따라서 본 연구에서는 어린이집 교사의 직무 스트레스를 알아보는 것으로 이를 구체적으로 밝히면 다음과 같다.

첫째, 담당학급에 따라 교사들 간의 직무 스트레스에는 차이가 있는지 밝힌다.
둘째, 결혼여부에 따른 교사들의 직무 스트레스는 차이가 있는지 밝힌다.
셋째, 교사 연령에 따른 교사들의 직무 스트레스는 차이가 있는지 밝힌다.
넷째, 교육 경력에 따른 교사들의 직무 스트레스는 차이가 있는지 밝힌다.
다섯째, 현 어린이집 교사의 교육 경력에 따른 교사들의 직무 스트레스는 차이가 있는지 밝힌다.

3. 연구의 가정

첫째, 본 연구에 모든 대상자들은 질문에 성실하고 정직하게 답변하였다.
둘째, 본 연구를 통해서 알게 되는 아동의 개인적 정보나 사생활에 대해서는 연구이외에 다른 목적으로 사용하지 않는다.
셋째, 연구를 실시하는 데에 있어서 도움을 요청한 기관이나 협조해주신 관계자들이 원하지 않는 경우 가명을 사용 하였다. 또한 그럴 경우 가명이라고 표기하였다.
넷째, 연구를 실시하는 본인은 시설에 관계된 자신의 주관적인 생각을 연구 결과에 개입시키지 않는다.

4. 용어 정의

직무 스트레스

유아 교육 관련기관 교사의 직무스트레스를 측정하기 위해서 김 철(2004)이 제작한 교사의 직무스트레스 유발요인 측정 질문지에 근거하여

참고 자료

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