특성화고등학교 교사의 직무소진과 개인 및 조직 변인의 위계적 관계

The Hierarchical Linear Relationship between Individual and Organizational Variables and Burnout of Teachers in Specialized Vocational High Schools

이 연구의 목적은 특성화고등학교 교사의 직무소진과 개인 및 조직 변인의 위계적 관계를 구명하는 데 있었다. 모집단은 특성화고등학교에서 교과를 가르치고 있는 모든 교사들로 표본은 학교 소재지와 계열에 따라 40개 학교로부터 480명의 교사를 층화비례표집하였다. 설문은 480부 중 454부가 회수되었으며, 이상치 등을 제외한 407명의 자료를 최종 분석에 활용하였다. 자료 분석에 SPSS 23.0 for Windows와 HLM 6.08 for Windows 프로그램을 이용하여 위계적 선형모형 분석(HLM)을 실시하였다. 주요 연구 결과로는 첫째, 교사의 직무소진 수준은 평균적으로 낮은 수준이었고, 전체 교사 중 약 60%가 정서적 고갈을 경험하고, 약 30~40%가 비인간화와 개인적 성취감 감소를 경험하고 있었다. 둘째, 교사의 직무소진 변량은 개인 변인에 의해 설명되는 비율이 조직 변인에 의해 설명되는 비율보다 약 8배 높은 것으로 나타났다. 셋째, 교사의 업무량, 역할 갈등, 직무 스트레스, 회복 탄력성이 직무소진에 효과가 있는 것으로 나타났다. 넷째, 학교의 취업률, 특성화 추진, 학교 설립 유형, 동료교사 지지가 교사의 직무소진에 효과가 있는 것으로 나타났다. 다섯째, 개인 및 조직 변인의 상호작용에 있어서 역할 갈등과 취업률, 업무량과 취업률 및 직무 스트레스와 동료교사 지지가 효과가 있는 것으로 나타났다. 이에 따라 정서적 고갈이나 비인간화 및 성취감 감소를 경험하는 교사들을 대상으로 직무소진을 완화시키도록 해야 하고, 정부가 특성화고등학교를 대상으로 특성화 정책 사업 등의 변화를 추진할 때 교사들의 직무소진을 고려할 필요가 있다. 또한, 직무소진 관련 변인들 간의 맥락적인 관계에 따라 특성화고등학교의 교사의 직무소진에 미치는 영향이 달라짐을 유의할 필요가 있다.

The purpose of the study was to analyze the burnout and the hierarchical relationship between the individual and organizational variables with burnout of teachers in specialized vocational high schools. The sample population for this study includes all teachers who teach subjects at specialized vocational high schools. The samples were sampled using proportional sampling by the location and affiliation of schools, and these amounts to a sample of 40 schools and 480 teachers. The research questionnaire consisted of the burnout, individual variables(active motivation for Choosing the Teaching Profession, teacher efficacy, workload, role conflict, job stress, resilience, job satisfaction) and organizational variables(principals emotional leadership, friendly organizational culture, social support) which validity and reliability have been verified. Moreover, the questionnaire also includes survey items on gender, career experience and more. Data analysis was performed using SPSS 23.0 for descriptive statistics and correlation analysis; and HLM 6.08 was used for multi-level analysis of 2 level hierarchical linear modelling. The results of the study were summarized as follows. First, the burnout of teachers are lower than average(2.54), about 60% of teachers experienced emotional exhaustion and about 30~40% of teachers experienced reduced personal accomplishment, depersonalization. Second, a significant between-group variance in the burnout was found, whereby about 11.5% of the variance of the burnout is found between different schools while the remainder 88.5% is attributed to individual variables. Third, in the random coefficient regression model, workload, role conflict, job stress, resilience had a significant positive effect on the burnout while the career experience, active motivation for choosing the teaching profession, teacher efficacy, job satisfaction did not. Fourth, in the regression with means-as-outcomes, employment rate, specialized projects, types of foundation, social supports had a significant positive effect on the burnout, while school size, principals emotional leadership, friendly organizational culture did not. Fifth, the analysis of the interaction effect revealed that employment rate had a significant interaction effect on the relationship between the burnout and role conflict; the relationship between the burnout and workload. In addition, social supports had a significant interaction effect on the relationship between the burnout and job stress. Recommendations from the results are as follows: first, it is necessary to draw up measures which could lower the burnout of teachers who experienced emotional exhaustion, experience depersonalization or reduced personal accomplishment. Second, it is necessary to consider the burnout of teachers in specialized vocational high schools when the government plan to make or change operating specialized projects. Third, it is necessary to note the contextual relationships between the variables affect to burnout of teachers in specialized vocational high schools differently.