디지털융복합연구 (Journal of Digital Convergence)

  • 제19권1호
  • /
  • Pages.239-248
  • /
  • 2021
  • /
  • 2713-6434(pISSN)
  • /
  • 2713-6442(eISSN)
한국디지털정책학회 (The Society of Digital Policy and Management)
권호 표지
DOI QR코드

DOI QR Code

코로나바이러스감염증-19 특별재난 일개 지역 교사의 교사 효능감에 영향을 미치는 요인 융합 연구

A Convergence Study on the Factors Affecting Teacher Efficacy among School Teachers in COVID- 19 Special Disaster Area

  • 투고 : 2020.10.20
  • 심사 : 2021.01.20
  • 발행 : 2021.01.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구는 코로나바이러스감염증-19 특별재난지역에 근무하는 중등학교 교사의 우울, 불안과 스트레스가 교사효능감에 미치는 영향을 파악하고자 시도되었다. 자료수집은 2020년 5월 9일부터 16일까지 D시 중등학교 교사 123명을 대상으로 하였다. 연구결과 직무 만족도(β=0.27, p=.002), 경제 수준(β=0.18, p=.022), 학력(β=0.18, p=.022), 주관적 건강상태(β=0.16, p=.047), 스트레스(β=-0.16, p=.044), 성별(β=0.16, p=.042)이 교사 효능감에 유의한 영향을 나타내었으며, 설명력은 35%이었다(F=11.80, p<.001). 우울(β=-0.09, p=.468)과 불안(β=-0.12, p=.320)은 교사 효능감에 유의한 영향을 미치지 않았다. 교사 효능감 증진을 위한 프로그램 개발 시 스트레스 관리뿐만 아니라 직무 만족도 증진을 위한 방안 마련이 요구된다.

This study was aimed to investigate the factors influencing teacher efficacy of depression, anxiety, stress among school teachers in COVID- 19 special disaster area. The data were collected from May 9 to 16, 2020 for 123 high school teachers in D city. As a result of the study, the influential factor of teacher efficacy was satisfaction with duty (β=0.27, p=.002), economic level (β=0.18, p=.022), education (β=0.18, p=.022), subjective health state (β=0.16, p=.047), stress (β=-0.16, p=.044), gender(β=0.16, p=.042). These factors accounted for 35% in teacher efficacy. It was found that depression(β=-0.09, p=.468) and anxiety(β=-0.12, p=.320) had no significant effect on teacher efficacy. When developing a program to improve teacher efficacy, it is required to prepare measures not only to manage stress but also to improve job satisfaction.

키워드

참고문헌

  1. S. E. Park. (2020). Epidemiology, Virology, and Clinical Features of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2; Coronavirus Disease-19). Pediatric Infection Vaccine, 27(1), 1-10. DOI:10.3345/cep.2020.00493
  2. Prevention, K. C. f. D. C. a. (2020a). Confirmation of Confirmed Patients with New Coronavirus Inflow from Overseas in the Quarantine Stage. Infectious Disease Crisis Warning is Raised to the 'Caution' Level and Responded updates on COVID-19 in Republic of Korea (as of 20 January). Retrieved from http://ncov.mohw.go.kr/tcmBoardView.do?brdId=&brdGubun=&dataGubun=&ncvContSeq=352435&contSeq=352435&board_id=&gubun=ALL.
  3. Prevention, K. C. f. D. C. a. (2020b). COVID-19 Occurrence Status in Korea(Regular briefing 29 July) Updates on COVID-19 in Republic of Korea (as of 29 July). Retrieved from http://ncov.mohw.go.kr/tcmBoardView.do?brdId=&brdGubun=&dataGubun=&ncvContSeq=358768&contSeq=358768&board_id=&gubun=ALL.
  4. Y. J. Shin. (2020). "Toward one Health & Welfare": Health and Welfare in the Covid-19 Pandemic. Health and Social Welfare Review, 40(1), 5-10. DOI : 10.15709/hswr.2020.40.1.5
  5. E. H. Lee (2020). COVID- 19 Generation, is Mental Health Good!. Issue& Analysis, 414, 1-25.
  6. J. H. Oh. (2020). The Future of COVID- 19, from the Time of Education to the Time of Learning. Issue & Analysis, 421, 1-25.
  7. P. F. Lovibond & S. H. Lovibond. (1995). The Structure of Negative Emotional States: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behavior Research and Therapy, 33(3), 335-343. https://doi.org/10.1016/0005-7967(94)00075-U
  8. H. N. Yoo. (2018). The Effects of Acute Stress of Crime Victims on Depression and Anxiety: Moderating Effect of Emotional Dysregulation and Perceived Social Support. Unpublished master's thesis. The Dongduk Womens University, Seoul.
  9. Y. S. Kim, E. J. Kim, S. W. Lim, D. W. Shin, K. S. Oh & Y. C. Shin. (2015). Association of Self-reported Job Stress with Depression and Anxiety. Anxiety and Mood, 11(1), 38-46.
  10. H. Y. Hong. (1995). The Relationships of Perfectionism, Self-efficacy and Depression.. Unpublished master's thesis. The Ewha Womans University, Seoul.
  11. A. Bandura. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
  12. D. C. Shin & J. H. Kwon. (2018). Cause of Job Stress Determining Job Satisfaction of Head Supervisor Working in Middle School: Mediation Effect of Empowerment and Teacher-efficacy. The Journal of Learner-Centered Curriculum and Instruction, 18(22), 537-553.
  13. B. Y. Khu & Y. M. Kim. (2014). A Relationship among Secondary School Teachers` Stressors, Psychological Burnout, and Teacher Efficacy. Korean Journal of Youth Studies, 21(7), 275-306.
  14. E. S. Cha, M. Y. Park & G. A. Kim. (2008). A Comparison Analysis of Somatotype, Physical Activity, Mental Health, Healthy Behavior between Normal Weight and Overweight College Students in Korea. Korean Journal of Health Promotion, 8(4), 245-255.
  15. P. Ashton. (1984). Teacher's Sense of Efficacy: A Self- or Norm-referenced Construct?. Florida Journal of Educational Research, 26(1), 29-41.
  16. H. M. Jeon. (2010). Impact of Perceived Teaching Professionalism on Teacher Efficacy and Commitment to Teaching in Elementary Teachers. Unpublished master's thesis. The Korea University, Seoul.
  17. Y. J. Jang. (2014). The Effects of Teachers' Emotional Quotient and Ego-resilience on the Teachers' Efficacy. Unpublished master's thesis. The Suwon University, Hwaseong.
  18. R. M. Allinder. (1995). An Examination of the Relationship between Teacher Efficacy and Curriculum-based Measurement and Student Achievement. Remedial and Special Education, 16(4), 247-254. https://doi.org/10.1177/074193259501600408
  19. M. H. Dembo & S. Gibson. (1985). Teacher's Sense of Efficacy: An Important Factor in School Improvement. The elementary School Journal, 86(2), 173-184. https://doi.org/10.1086/461441
  20. S. Y. Kim. (2020). A Convergence Study of Stress caused by the Epidemic of COVID-19, Quality of Life and Positive Psychological Capital. Journal of the Korea Convergence Society, 11(6), 423-431. DOI : 10.15207/JKCS.2020.11.6.423
  21. A. Y. Kim. (1997). A Study on the Academic Failure - Tolerance and its Correlates. The Korean Journal of Educational Psychology, 11(2), 1-19.
  22. J. D. Henry & J. R. Crawford. (2005). The Short-form Version of the Depression Anxiety Stress Scales (DASS-21): Construct Validity and Normative Data in a Large Non-clinical Sample. British Journal of Clinical Psychology, 44(2), 227-239. DOI : 10.1348/014466505x29657
  23. Y. S. Ko. (2018). Effects of Emotion Management Program for the Students Attending College of Nursing. Unpublished master's thesis. The Ewha Womans University, Seoul.
  24. J. Y. Min & Y. M. Kim. (2020). The Relationship between Elementary School Teachers' Work Stress and Teacher Efficacy: The Mediating Effects of Social Support and Self-compassion. Journal of Learner-Centered Curriculum and Instruction, 20(10), 187-205.
  25. J. M. Park & J. H. Kwon. (2016). The Effects of School Organizational Culture on Teacher`s Job Satisfaction: The Mediated Effect of Job Stress and Teacher Efficacy. Korea Journal of Counseling, 17(5), 307-329. DOI:10.15703/kjc.17.5.201610.307
  26. J. Y. Lim & S. L. Do. (2014). The Effects of Teachers' Emotional Labor on Job Stress, Burnout and Teacher-Efficacy. The Journal of Korean Teacher Education, 31(1), 197-220. DOI:10.24211/tjkte.2014.31.1.197
  27. T. K. Kim & J. S. Moon. (2018). The Effect of Mindfulness Training on the Job Stress, Burnout, Teacher Efficacy of Middle School and High School Teachers. Journal of Digital Convergence, 16(4), 363-369. DOI:10.14400/JDC.2018.16.4.363
  28. J. E. Kang. (2011). A Study on Influential Factors for the Teacher Efficacy of Daycare Teachers. Unpublished master's thesis. The Incheon Nstional University, Incheon.