• 한국보건간호학회지
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• 제31권2호
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• pp.352-364
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• 2017

Purpose: The aim of this study was to explain the burnout among health teachers in elementary schools with large class sizes, and to explore the nature and meaning of those experiences. Methods: This study used the four steps of Giorgi's descriptive phenomenology. Data were collected through in-depth interviews regarding the experiences of burnout of 9 participants, which were recorded, transcribed, and analyzed. Results: The participants' experiences of teaching large classes were categorized into 4 themes and 9 domains. The themes were "difficult and lethargic," "gradual deterioration conditions," "losing work-life balance," and "enduring for a short time and leaving." Conclusion: Burnout not only affected the teachers at work but also had a negative impact on the teachers' personal and family lives outside of school. This study found that the current teacher assignment criteria were the strongest factors influencing burnout, which contribute to physical exhaustion. Health teachers are assigned based on different criteria that do not consider the number of students. Another factor contributing to burnout among health teachers is a work environment conducive to with emotional exhaustion. Health teachers and content teachers are not sufficiently knowledgeable regarding the specifics of each other's work.

• 아동학회지
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• 제32권1호
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• pp.157-172
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• 2011

The purpose of this study was to investigate the effect of childcare teachers' ego-resilience and directors, co-workers and family's social support to childcare teachers' burnout. The participants in this study were 326 childcare teachers from Daejeon metropolitan city and Chungnam province. They responded to the 'Maslach Burnout Inventory', 'Ego-resilience Scale', and 'Social Support Scale'. The collected data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation, stepwise multiple regression, Duncan test for post hoc test, Cronbach's ${\alpha}$ for reliability, and factor analysis for validity by SPSS PC program (18.0 version). The results were as follows; first, there were significant differences in childcare teachers' burnout scores in relation to the educational levels of childcare teachers, their working hours, children's number per class, and the ages of the children they teach. Second, there were significant negative correlations (r = -.11~-.62) among childcare teachers' ego-resilience, directors, teaching colleagues and family's social supports, and their levels of burnout. Finally, childcare teachers' ego-resilience and teaching colleagues' levels of social support helped explain about 43% the childcare teachers' burnout total scores and about 17~39% of their sub-scores.

• 한국산학기술학회논문지
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• 제21권1호
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• pp.317-325
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• 2020

본 연구의 목적은 학교보건을 책임지고 있는 보건교사의 직무 스트레스, 소진 및 자기 효능감의 수준과 이들 변인들 사이의 인과관계를 구조모형으로 검증하기 위한 것이다. 보건교사 814명에게 구조화된 설문지로 구조방정식 모형(structural equation modeling)의 경로분석(path analysis)을 통해 인과관계 모형을 검증하였다. 분석결과 보건교사의 직무 스트레스는 평균 2.9±0.64, 소진은 2.6±0.52로 Likert 5점 척도의 중간 값보다 약간 낮은 수준이나, 이에 반해 자기 효능감은 4.1±0.51로 높은 수준이었다. 하지만 하위구성 요인별로는 다양한 양상으로 나타나 직무 스트레스 중에서 '학생 및 가정요인'과 '동료교사 인식'의 경우가 높은 수준이었고 소진의 경우는 '부과업무'가 높은 수준이었다. 또한, 보건교사의 직무 스트레스는 소진을 증가(r=.511) 시키고 자기 효능감을 떨어트리는 효과(r=-.179)를 가지며, 또한 소진은 자기 효능감을 상당하게 감소((r=-.460) 시키는 것으로 나타났다. 특히 직무 스트레스는 소진에 영향을 미치고 소진은 자기 효능감에 영향을 미치는 것으로 확인되었다. 따라서 보건교사의 소진을 감소시키고 자기 효능감을 증대시키기 위해서는 직무 스트레스에 대한 효과적인 관리가 매우 중요하여 직무 스트레스를 낮추기 위한 다양한 노력이 필요하다는 것을 시사한다. 본 연구의 결과는 보건교사의 직무 스트레스와 소진을 줄이고 자기 효능감을 높이기 위한 정책수립과 실질적 개선안 마련에 도움이 될 것이다.

• 한국학교보건학회지
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• 제30권1호
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• pp.1-11
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• 2017

This study was conducted to identify the impact of burnout on job satisfaction of school health teachers (school nurses) and the mediating effects of self-leadership on the relationship between burnout and job satisfaction. Methods: The research is a cross-sectional survey. The participants were 131 school health teachers (school nurses) in Korea. Data was collected using a self-reporting questionnaire covering demographic characteristics, self-leadership, burnout, and job satisfaction. The collected data was analyzed through t-test, ANOVA, correlation, and multiple regression using SPSS/WIN (ver. 23). Results: Significant positive correlations were found between self-leadership and job satisfaction (r=.384, p<.001). Significant negative correlations were found between burnout and job satisfaction (r=-.748, p<.001) and between burnout and self-leadership (r=-.308, p<.001). The factors that enhance job satisfaction were found to be lower burnout and higher self-leadership. The results of the 3-step regression are as follows: First, burnout had a significant negative effect on self-leadership. Second, burnout had a significant negative effect on job satisfaction. Third, self-leadership had a significant positive effect on job satisfaction and had a mediating effect on the relationship between burnout and job satisfaction (Zab=3.271, p<.001). Conclusion: Based on these results, self-leadership is needed in order to raise job satisfaction and reduce burnout.

• Human Ecology Research
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• 제52권1호
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• pp.43-53
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• 2014

The purpose of this study was to 1) investigate the characteristics of burnout of Korean elementary school students and 2) develop and validate the Korean Academic Burnout Scale-Elementary School Students (KABS-ESS). Fifty-one behavioral descriptions of burnout extracted through a preliminary survey, focus group interview, and literature review were administered to a sample of 531 elementary students of the 4th to 6th grade in Gyeonggi Province. The results of an exploratory factor analysis indicated that the structure of the burnout of Korean elementary school students consists of seven factors (i.e., inefficacy, avoidance, cynicism, emotional exhaustion, physical exhaustion, antipathy and cognitive exhaustion), and this structure of final 28 items was confirmed by the confirmatory factor analysis. The KABS-ESS showed a correlation of .771 with a representative academic burnout scale, Maslach Burnout Inventory-Student Survey, and -.561 with the academic engagement scale, indicating that both convergent and discriminant validities were confirmed. Furthermore, all fit indices of the structural equation model of the Schaufeli and Bakker's job demands-resources in an academic setting were satisfactory, and the possibility of the validity generalization of the model was supported. The demand variables predicting academic burnout and engagement were academic overload and parental pressure, while self-resilience, self-regulated learning strategies, and parental and the teacher's support were identified as the resource variables. Lastly, the implications and future direction of the present study were discussed.

• 한국식품조리과학회지
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• 제28권2호
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• pp.97-110
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• 2012

The purposes of this study were to examine the levels of job stress and job burnout perceived by nutrition teachers and dietitians in school foodservice in Gyeongsangnam province and to analyze job stress factors affecting job burnout. A total of 270 questionnaires were distributed from December 10 to 29, 2010 and 252 were returned (response rate : 93.3%). A total of 245 were used in the final analysis (usage rate : 90.7%), excluding seven improper questionnaires. The results of this study were as follows : 100% of the respondents were women, and their mean age was 38. 60% were nutrition teachers and 40% were dietitians. The level of job stress and job burnout of the respondents were 2.89 points (on a 5-point Likert scale) and 3.70 (on a 7-point Likert scale), respectively. In regard to job stress factors, job demand (3.97) recorded the highest scores, followed by organizational system (2.99), lack of reward (2.85), interpersonal conflict (2.69), job insecurity (2.63), organizational climate (2.63), and insufficient job control (2.45) in that order. Exhaustion burnout (4.60) recorded the highest points among job burnout factors, followed by cynicism (3.46), and professional efficacy (3.04) in that order. Job stress factors affecting job burnout were organizational system (p<.001), job insecurity (p<.001), lack of reward (p<.001), and organizational climate (p<.01). In conclusion, it is necessary to provide human resources management strategies to lower job demand and workload in order to reduce job stress and job burnout for dietitians and nutrition teachers in school foodservice.

• 한국보육지원학회지
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• 제17권2호
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• pp.69-87
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• 2021

Objective: Studies have shown that turnover intention of teachers' in early childhood educational centers tend to negatively affect the quality of child care and children's adjustment. However, few studies have examined the underlying mechanism that increases teachers' turnover intention and have barely focused on environmental factors. We aimed to test whether workplace characteristics may affect teachers' turnover interntion through personal factors (i.e., burnout and health). Methods: A sample of 262 teachers participated in the study. Workplace characteristics, burnout, health and turnover intention were assesed through self-report questionnaires. Data were analyzed through SEM using Mplus and the significance of mediation effects were estimated by the bootstrapping confidence intervals. Results: Finidngs indicated that a poor workplace enviornment directly predicted high turnover intentions of teachers and indirectly predicted through their high burnout and poor health contidion. Conclusion/Implications: These findings contriubed to provide better understaning about an effective future direction for policies and intervention programs in order to decrease teachers' turnover intention and subsequently increase the quality of early childhood educational centers.

• 디지털융복합연구
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• 제15권6호
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• pp.447-456
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• 2017

이 연구는 유아교사의 직장 내 무례경험이 소진과 이직의도에 미치는 영향에서 자기 효능감이 조절효과를 알아보고자 하였다. 이를 위해 유아교사 565명을 대상으로 INC, BUN, TUR, 그리고 SEF를 측정하였다. 본 연구의 결과는 다음과 같다. 첫째, 직장 내 무례는 소진과 이직의도에 정적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 직장 내 무례는 자기효능감에 부적으로 유의한 영향을 미치는 것으로 나타났다. 셋째, 자기효능감은 소진과 이직의도와 부적으로 유의한 영향을 미치는 것으로 나타났다. 넷째, 자기효능감은 무례경험과 소진, 그리고 무례경험과 이직의도의 관계를 조절하는 것으로 나타났다. 본 연구는 직장 내 무례가 유아교사의 소진과 이직의도에 영향을 주는 것으로 나타나 소진과 이직을 줄이기 위해 직장 내 무례를 관리하는 방안이 고려되어야 하며, 또한 이들 간의 관계에서 조절효과를 갖는 자기효능감을 증진하기 위해 다양한 교육 및 상담프로그램의 개발과 시행이 필요하다는 것을 시사한다.

• 한국보육지원학회지
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• 제9권1호
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• pp.263-280
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• 2013

본 연구는 유아교사의 직무스트레스와 우울이 직무소진에 미치는 영향을 살피고, 우울이 직무스트레스와 우울과의 관계에서 조절변인으로서의 역할을 하는지 살펴보았다. 연구대상은 경기 인천 지역 유치원에 근무하는 교사 179명으로 직무스트레스, 우울, 직무소진 등에 대해 설문조사 하였다. 자료분석에는 평균, 표준편차, 상관분석, 단순 회귀분석, 위계적중 다회귀분석을 사용하였다. 분석결과 첫째, 유아교사의 직무스트레스 모든 하위영역은 우울, 직무소진과 유의한 정적 상관관계가 있는 것으로 나타나 유아교사의 직무스트레스가 높을수록 우울과 직무소진은 높아지는 것으로 나타났다. 둘째, 유아교사의 직무스트레스의 모든 하위영역은 직무소진에 정적인 영향을 미치는 것으로 나타났다. 셋째, 유아교사의 직무소진에 대한 직무스트레스와 우울의 직접효과 및 조절효과를 알아본 결과 우울은 유아교사의 직무소진에 직접효과 및 상호작용 효과를 갖고 있음이 나타났다. 따라서 유아교사의 직무소진을 감소시키기 위해 직무스트레스를 줄이는 방안뿐만 아니라 우울을 감소시키기 위한 노력과 변화가 필요할 것이다.

• 디지털융복합연구
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• 제16권3호
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• pp.321-331
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• 2018

본 연구의 목적은 보육교사의 직무스트레스가 심리적 소진에 미치는 영향과 그 과정에서 자아존중감의 매개효과를 검증하는데 있다. 이를 위해 서울, 경기, 인천지역 어린이집에 근무하는 보육교사 520명을 대상으로 설문조사를 하였고, 그 자료를 중심으로 직무스트레스, 심리적 소진 및 자아존중감에 대한 경로분석 모형을 살펴보았다. 분석결과는 다음과 같다. 첫째, 보육교사의 직무스트레스는 심리적 소진에 정(+)적인 영향을 미치며, 자아존중감에는 부(-)적인 영향을 미치는 것으로 나타났다. 둘째, 자아존중감은 심리적 소진에 부(-)적인 영향을 미치는 것으로 확인되었다. 셋째, 보육교사의 직무스트레스가 심리적 소진에 미치는 직접적인 영향과 자아존중감을 매개로 한 간접적인 영향이 확인되었다. 이러한 결과를 바탕으로 보육교사의 직무스트레스 및 심리적 소진의 감소와 자아존중감 향상을 위한 프로그램 개발의 필요성이 제시되었다.