중등교사 심리적 소진정도에 따른 소진 예방 프로그램 요구 분석
- 주제(키워드) 소진 , 소진예방 프로그램
- 발행기관 고려대학교 교육대학원
- 지도교수 이상민
- 발행년도 2014
- 학위수여년월 2014. 8
- 학위구분 석사
- 학과 교육대학원 상담심리교육전공
- 원문페이지 82 p
- 실제URI http://www.dcollection.net/handler/korea/000000052280
- 본문언어 한국어
- 제출원본 000045808972
초록/요약
본 연구는 교육 현장에서 학생들 대상으로 전인적 서비스를 제공하는 전문직종인 교사들의 소진 정도를 파악하고 소진 정도에 따라 소진을 예방하기 위한 심리치료 및 상담 프로그램의 요구를 분석하여 이를 효과적으로 학교 현장에 반영해야 한다는 인식 하에 교사의 소진 예방을 위한 프로그램들의 우선순위를 파악하여 프로그램 개발에 적용할 수 있는 기초자료를 제공하는 것에 중점을 두었으며 이러한 프로그램의 계획 및 운영, 실시에 있어 참여자의 자율성 및 동기를 유발하는 것이 중요하다는 점에서 참여 대상자의 교육 요구도를 파악하는 것이 선행되어야 하기 때문에 본 연구는 중등교사를 대상으로 소진 예방을 위한 심리치료 및 상담프로그램 우선순위와 요구도를 분석하고자 하였다. 경기도 소재의 공립 중·고등학교에 재직하고 있는 일반교사를 대상으로 온라인설문조사 및 설문지를 통해 180명 대상으로 실시하였고 자료선별을 통해 최종적으로 160명의 설문을 결과 분석에 활용하였으며, 수집된 자료를 대상으로 SPSS 통계프로그램 12.0과 EXCEL 프로그램을 활용하여 자료 분석을 실시하였다. 먼저, 교사 소진의 정도, 요구분석의 전반적 수준을 살펴보기 위하여 기술통계(descriptive statistics)를 산출하였으며, 교사 소진에 따른 프로그램 요구도 차이를 알아보기 위하여 EXCEL 프로그램을 사용하여 Borich의 요구도를 산출하였다. 본 연구를 통해 얻은 결과는 다음과 같다. 첫째, 본 연구 대상자들의 심리 상담 관련 변인 빈도 분석을 통해 살펴본 결과 현장의 교사들의 소진 정도가 높으며 소진 예방책으로서 심리 치료 및 상담 프로그램에 대한 요구가 높았다. 과도한 업무 요구 및 시간 부족, 프로그램 지원 부족등 외적 요인이 소진의 원인이자 소진예방 프로그램의 참여를 저해하는 가장 큰 요인으로 확인되었으며, 학교 및 교육청 차원의 교사 소진을 예방하기 위한 체계적 프로그램 개발 및 프로그램 운영에 있어서의 현장의 근무 환경 및 직무 상황에 대한 고려와 개선에 대한 교사들의 요구가 있었다. 둘째, 중등교사의 소진 정도에 따른 소진 예방을 위한 심리치료 및 상담 예방 프로그램의 상위 영역별 요구와 우선순위는 정서조절 및 대처, 기타 심리치료, 대인관계 순 으로 전체 순위와 소진 상위 집단의 우선순위와 요구는 유사하였으나 하위 집단은 상위 영역의 우선순위와 요구에 있어 차이가 있었다. 셋째, 소진 예방을 위한 심리치료 및 상담 예방 프로그램의 하위 18개 영역별 요구에서 소진 상위 집단의 경우 자살이나, 내적 우울, 불안 등 전반적인 정신건강에 대한 요구와 대인관계의 갈등과 소통관련 프로그램의 대한 요구가 높았으나, 하위집단의 경우 정신건강보다 신체 건강이나, 생활 문제 등 다양한 분야의 예방 프로그램에 대한 높은 요구가 있었다. 이러한 결과를 통해 본 연구는 중등교사의 소진 정도에 따른 예방 프로그램으로서의 심리 치료 및 상담프로그램의 요구정도가 높다는 것과 예방 프로그램의 운영이나 방법에 있어 학교나 교육청등 조직적 차원의 지원과 직무 환경적 개선이 요구된다는 것을 확인 하였으며 소진 정도에 따라 요구하는 심리 치료 및 상담 영역의 차이가 있으므로 소진정도에 따른 소진 예방 프로그램이 제공의 필요성을 확인하였다.
more초록/요약
The purpose of this study was to provide data and guideline of teacher burn-out prevention programs based on psychotherapy and counseling based approach programs for distressed public school teachers according to their level of burnout under the knowledge if teachers were provided burn-out prevention programs depending on their needs, it could be more effective on reduction of burn-out and result in better performance in both work and personal life as analyzing public middle and high school teachers' priorities in needs of burn-out prevention programs based on psychotherapy and counseling based approach. 180 middle and high school teachers in Gyeung-gi province responded to the on-line or off-line survey for this study, but only 160 answers analyzed through screening process. To analyze the data, SPSS 12.0 and EXCEL are used. To measure level of burn-out and overall needs for program, descriptive statistics and Borich need analysis are used to see the difference of needs of burn-out prevention programs according to teachers' burn-out level. The result of this study presents first, the teachers suffered high level of burn-out and had higher demands of psychological intervention and counselling based approach programs as preventives. Poor working condition at school including bureaucratic overloaded paper works and the lack of burn-out prevention programs in system were selected as obstacles to participate in prevention programs. Teachers as well, had higher demands of improving working conditions and developing and operating prevention programs at school and education office level. Second, high level burn-out group(15% from the top) showed similar to overall group's needs and priorities of areas of psychotherapy and counseling based approach programs for burn-out prevention (emotional coping management, various psychological treatments, personal interaction & communication skill improvement), but the low level burn-out grouphad different priorities to prevent their burn-out and exhaustion, Third, in 18 sub-categories, top group were shown the demands of the programs related to psychological exhaustion and conflicts among personal relationship and communication problems, but bottom group had higher needs for physical health and other real life problems such as finances and even insurance. This study suggested that public middle and high school teachers had higher needs for psychotherapy and counseling based approach programs to prevent their burn-out and to be applied, there should be levels of organizational support, such as a school or education officials and improvements of working environment were required. There were differences in demands and areas of burnout prevention program according to the severity of burn-out level, so as to confirm to prevent teachers' burn-out and reduce their stress which bring better performance in teaching and serving their students and increase wellness in personal life, burnout prevention program ought to be provided to determine the need and meet the real expectation in field.
more목차
Ⅰ. 서론 ······································································1
1.연구의 필요성 및 목적·················································1
2.연구문제·······················································7
Ⅱ.이론적배경··························································8
1.소진····························································8
2.요구분석························································11
3.소진 예방 프로그램 ································· 15
Ⅲ. 연구 방법······························································24
1. 연구 대상·······························································24
2. 측정 도구·······························································25
3. 연구 절차·······························································28
4. 분석 방법·······························································28
Ⅳ.연구 결과······························································29
1. 대상자 특성······················································29
2 교사소진의 수준············································31
3. 중등교사 소진예방을 위한 프로그램 관련성, 필요 수준 및 현재
수준 분석 ·······················································32
4.중등교사 소진 정도에 따른 소진 예방 프로그램 요구
도 분석 결과························································35
Ⅴ. 논의····································································41
1. 연구 결과 및 함의·····················································41
2. 연구의 한계점···························································48
참고문헌·································································50
부 록·····································································56
