이 연구에서는 특수교사 213명을 대상으로 직무스트레스가 자기효능감에 미치는 영향과 인과관계를 구조방정식 모형 검증을 통해 살펴보았다.
연구결과는 다음과 같았다; 첫째, 직무스트레스 척도와 자기효능감 척도의 신뢰도와 타당도 검증 결과, 직무스트레스 척도 중 관계갈등, 직무불안정, 조직체계, 보상부적절, 직장문화 요인과 자기효능감 척도의 자기조절, 자신감 요인은 특수교사의 직무스트레스와 자기효능감을 측정하는 척도로 사용될 수 있음이 나타났다.
둘째, 특수교사의 인구사회학적 변인, 직무스트레스, 자기효능감과의 관계를 알아보기 위해 구조방정식 모형 검증을 실시한 결과, 이 연구의 모형은 적합도가 높은 것으로 나타났다. 인구사회학적 특성은 직무스트레스에 직접적인 영향을 미치는 것으로 나타났으며, 직무스트레스는 자기효능감에 직접적인 영향을 미치는 것으로 나타났다. 인구사회학적 특성은 자기효능감에 간접적인 영향을 미치는 것으로 나타났다. 인구사회학적 특성은 직무스트레스에 정적 영향을 미치는 것으로 나타났다. 직무스트레스는 자기효능감에 부적 영향을 미치는 것으로 나타났다.
이 연구는 특수교사의 직무스트레스와 자기효능감과의 관계를 구조방정식 모형 검증을 통해 규명하였다는데 의의가 있다.
The purpose of this study was to investigate the cause-effect relationship between demographic variables and job stress and self-efficacy of special education teachers through the analysis of structural equation modeling. The survey was completed 213 special education teachers using questionnaire consisted of demographic variables, job stress and self-efficacy. The results of this study were follows: Firstly, regarding the measurement about reliability and validity of scale of job stress and self-efficacy, interpersonal conflict, job insecurity, organizational system, lack of reward, workplace culture in subfactor of job stress and self-regulation, confidence in subfactor of self-efficacy were useful for special education teachers; Secondly, the structural equation modeling were employed to identify the relations among demographic variables, job stress and self-efficacy of special education teachers. Demographic variables that have a direct impact on job stress that appeared, and job stress showed that direct impact in the self-efficacy. Demographic variables appeared to be an indirect affect the self-efficacy. Demographic variables and job stress demand have a positive effect. Job stress and self-efficacy demand habe a negative effect. Thus the appropriateness of research model was good. This study focused on exploration of the relationship between job stress and self-efficacy through structural equation modeling.
The purpose of this study was to investigate the cause-effect relationship between demographic variables and job stress and self-efficacy of special education teachers through the analysis of structural equation modeling. The survey was completed 213 special education teachers using questionnaire consisted of demographic variables, job stress and self-efficacy. The results of this study were follows: Firstly, regarding the measurement about reliability and validity of scale of job stress and self-efficacy, interpersonal conflict, job insecurity, organizational system, lack of reward, workplace culture in subfactor of job stress and self-regulation, confidence in subfactor of self-efficacy were useful for special education teachers; Secondly, the structural equation modeling were employed to identify the relations among demographic variables, job stress and self-efficacy of special education teachers. Demographic variables that have a direct impact on job stress that appeared, and job stress showed that direct impact in the self-efficacy. Demographic variables appeared to be an indirect affect the self-efficacy. Demographic variables and job stress demand have a positive effect. Job stress and self-efficacy demand habe a negative effect. Thus the appropriateness of research model was good. This study focused on exploration of the relationship between job stress and self-efficacy through structural equation modeling.
