특수교육 교사의 직업 정체성이 직무 스트레스에 미치는 영향

The Influence of Teacher Identity of Special Education Teachers on Job Stress

본 연구는 특수교육 교사의 직업 정체성이 직무 스트레스에 미치는 영향을 알아보는데 목적을 두고, 전국의 특수학교 및 특수학급에 재직 중인 특수교육 교사 171명을 대상으로 그들의 직업정체성과 직무 스트레스를 측정하여 분석했다. 본 연구의 결과 첫째, 특수교육 교사의 직업 정체성은 근무 기관의 유형, 성별, 학교급별, 교육경력에 따라 유의한 차이가 나타나지 않았으나, 정체성에 따라 정체성 하위, 정체성 중위, 정체성 상위 집단으로 분류되는 것으로 나타났고, 둘째, 특수교육 교사의 직무 스트레스는 남성 교사보다 여성 교사들이 더욱 과중하게 받는 것으로 나타났고, 스트레스 요인에 따라 내적 귀인 그룹, 외적 귀인 그룹, 일반적 귀인 그룹으로 분류되는 것으로 나타났으며, 셋째, 특수교육 교사의 사명감’이 직무 스트레스와 유의한 부적 상관성을 지니는 것으로 나타났다. 따라서 특수교육 교사의 사명감이 특수교육 교사의 직무 스트레스를 조절하고 관리하는데 있어 중요한 변수임을 보여준다고 할 수 있다.

The purpose of this study was to find out how teacher identity, which is internally formed by special education teachers, affected by job stress, and the analysis was conducted after selecting 171 special education teachers serving in special schools and special classes nationwide. The results of the study showed that, first of all, there were no significant differences in occupational identity in the types, sex, school grades, or educational background of the work force, such as special schools or special classes. By analyzing the occupational identity characteristics of the study subjects into three cluster types, the three groups were classified as lower identity, middle identity, and upper identity, focusing on the degree and tendency of establishing identity, and each cluster showed a uniform distribution of numbers by sub-region. Second, task stress tests by special education teachers showed significant differences in gender factors. The survey results showed that women s special education teachers are under more job stress than men s special education teachers. The results of a cluster analysis at the task stress level were divided into groups of internal and external attribution of stress factors, and groups of general attribution. All clusters had a high parent-related stress score. Third, it has been shown that the special education teachers sense of mission in particular has a significant incompatibility between task stress in the influence of professional identity of special education teachers on job stress. This contrasts with pride, persistence, job mismatch of individuals, and unity and empathy that do not show any particular correlation with stress. This can be said to show that teacher mission is an important variable in controlling and managing job stress for special education teachers.