본 연구는 직장어린이집 보육교사의 직무스트레스 대처방안을 조사하여 교사의 개인적 특성과 근무환경에 따라 대처방안 정도에 차이가 있는지 살펴본 후, 직무스트레스 인식 수준에 따른 대처방안의 차이를 알아보고자 하였다. 이를 통해 직장어린이집 보육교사의 정신건강과 삶의 질 및 보육의 질 향상을 위한 방안 모색의 기초자료를 얻는 데 목적이 있다. 이를 위해 부산, 경남 지역에 소재한 직장어린이집에 근무하는 보육교사 175명을 대상으로 5개 영역 61문항으로 구성된 직무스트레스 검사도구와 5개 영역 45문항으로 구성된 직무스트레스 대처방안 검사도구를 사용하였다. 연구결과 직장어린이집 보육교사들은 심리적 대처방안을 가장 많이 사용하는 것으로 나타났고, 그 다음으로 직접적 대처, 정신적 대처, 물리적 대처, 부정적 대처의 순으로 높게 나타났다. 교사의 개인적 특성에 따른 직무스트레스 대처방안은 경력, 자격, 결혼 유무, 자녀 유무에서 유의미한 차이를 보였고, 교사의 근무 환경에 따른 직무스트레스 대처방안은 운영형태, 근무시간에서 유의미한 차이를 보였다. 또한 직무스트레스 인식수준에 따른 직무스트레스 해결방안은 정신적 대처, 부정적 대처, 직접적 대처, 심리적 대처방안에서 유의미한 차이가 있는 것으로 나타났다.
This study analyzes teacher's work-related stress in employer-supported child care centers, investigates how the degree and coping ways of this stress vary according to personal characteristics and working conditions. The findings can be used to explore varied means to relieve stress, improve working conditions and promote well-being for teachers. Subjects were 175 teachers in Pusan and Gyug-nam who responded to a work-related stress survey consisting of 5 parts of 61 questions and another consisting of 5 parts and 45 questions concerning the strategies used to cope with their work situations. Analysis of their responses reveals that, in terms of the strategies to reduce work-related stress, a form of psychological coping is the most favored among the many methods available. Direct coping, mental coping, physical coping and negative coping are the next methods in that order. Second, significant differences due to personal characteristics which affected their work (career, qualification, marriage, children), and working conditions (the type of operation, working hours) appear as work-related stress for the teachers. Finally, differences in coping with stress according to the total marks the teachers made at the level of work-related stress recognition are found in psychological coping, negative coping and direct coping.
This study analyzes teacher's work-related stress in employer-supported child care centers, investigates how the degree and coping ways of this stress vary according to personal characteristics and working conditions. The findings can be used to explore varied means to relieve stress, improve working conditions and promote well-being for teachers. Subjects were 175 teachers in Pusan and Gyug-nam who responded to a work-related stress survey consisting of 5 parts of 61 questions and another consisting of 5 parts and 45 questions concerning the strategies used to cope with their work situations. Analysis of their responses reveals that, in terms of the strategies to reduce work-related stress, a form of psychological coping is the most favored among the many methods available. Direct coping, mental coping, physical coping and negative coping are the next methods in that order. Second, significant differences due to personal characteristics which affected their work (career, qualification, marriage, children), and working conditions (the type of operation, working hours) appear as work-related stress for the teachers. Finally, differences in coping with stress according to the total marks the teachers made at the level of work-related stress recognition are found in psychological coping, negative coping and direct coping.
