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보육교사의 정서노동 군집에 따른 직무스트레스 및 교사-유아 상호작용의 차이

Title
보육교사의 정서노동 군집에 따른 직무스트레스 및 교사-유아 상호작용의 차이
Other Titles
The Difference of Job Stress and Teacher-Child Interaction by Clusters Based on Emotional Labor of Child Care Teacher
Author
김수연
Alternative Author(s)
KIm, Su Yeon
Advisor(s)
이정숙, 문보경
Issue Date
2014-08
Publisher
한양대학교
Degree
Master
Abstract
이 연구는 정서노동 유형에 따라 보육교사가 어떤 군집으로 분류되는지 살펴보고, 군집에 따른 직무스트레스 및 교사-유아 상호작용의 차이를 비교함으로써 보육교사의 정서노동이 직무스트레스와 교사-유아 상호작용에 미치는 영향을 알아보고자 하였다. 구체적인 연구문제는 다음과 같다. 1. 보육교사의 정서노동과 직무스트레스 및 교사-유아 상호작용의 관계는 어떠한가? 2. 보육교사의 정서노동 유형에 따라 군집은 어떻게 분류되는가? 3. 보육교사의 정서노동 군집에 따라 보육교사의 직무스트레스와 교사-유아 상호작용에서 차이가 있는가? 이를 위해 서울시와 경기도의 어린이집 만 3, 4, 5세 담당교사 309명을 대상으로 자료를 수집하여 분석하였고, 보육교사의 정서노동과 직무스트레스 및 교사-유아의 상호작용에 대한 자기보고식 질문지를 사용하였다. 보육교사의 정서노동 측정도구는 이진화(2007)의 연구에서 사용된 ‘정서노동 도구’를 사용하였다. 보육교사의 직무스트레스 측정도구는 양안숙(2008)이 보육교사의 직무환경에 따른 스트레스를 측정하는 데 적합하도록 개발한 ‘보육교사들의 직무스트레스에 관한 설문지’를 사용하였다. 교사-유아의 상호작용 측정도구는 이정숙(2003)이 교사-유아의 상호작용을 평가하기 위해 개발한 ‘교사-유아 상호작용에 대한 교사 설문지’를 수정‧보완하여 사용하였다. 수집된 자료는 SPSS statistics 22.0 통계프로그램을 활용하여 분석하였으며, 빈도분석, Pearson 상관분석, 군집분석, 일원분산분석을 실시하였다. 이 연구에 나타난 결과는 다음과 같다. 첫째, 연구대상 보육교사의 정서노동과 직무스트레스 및 교사-유아 상호작용의 수준은 모두 높은 것으로 나타났다. 둘째, 정서노동의 내면적 행동과 표면적 행동이 높을수록 직무스트레스는 높은 것으로 나타났고, 보육교사 정서노동의 자연적 행동, 내면적 행동, 표면적 행동이 교사-유아 상호작용을 높이는 것으로 나타나 정서노동이 높을수록 교사-유아 상호작용도 활발한 것으로 나타났다. 반면 보육교사의 직무스트레스는 교사-유아의 상호작용과 관계가 없었다. 셋째, 보육교사의 정서노동 유형에 따른 군집분석 결과, 보육교사의 정서노동 군집은 자연적, 내면적, 표면적 행동이 모두 높은 ‘고정서노동형’, 정서노동의 자연적 행동과 내면적 행동은 낮고, 표현적 행동이 높은 ‘정서억제형’, 정서노동의 자연적 행동과 내면적 행동이 높고, 표면적 행동은 낮은 ‘정서조화형’, 정서노동의 모든 유형이 낮은 ‘저정서노동형’으로 나타났다. 응답자 중 많은 수의 교사가 ‘고정서노동형’과 ‘정서억제형’ 집단에 속하는 것으로 나타나 보육교사의 정서노동은 전체적으로 높은 수준을 보이고, 표면적 행동도 많이 하는 것으로 나타났다. 넷째, ‘고정서노동형’과 ‘정서억제형’ 두 집단의 교사가 ‘정서조화형’과 ‘저정서노동형’ 두 집단의 교사보다 높은 스트레스를 받는 것으로 나타났으며, ‘고정서노동형’과 ‘정서조화형’ 두 집단의 교사는 ‘정서억제형’과 ‘저정서노동형’ 두 집단의 교사보다 교사-유아 상호작용이 활발한 것으로 나타났다. 따라서 직무스트레스는 낮고, 교사-유아의 상호작용은 높은 ‘정서조화형’의 교사들이 보육교사로서의 가장 효율적인 정서노동을 하는 것으로 볼 수 있다. 이 연구에서는 군집분석을 통해 보육교사의 정서노동이 어떤 하위 군집으로 분류되는지 살펴보았으며, 하위 군집에 따른 직무스트레스 및 교사-유아 상호작용의 차이와, 보육교사에게 가장 효율적인 정서노동을 하는 군집을 확인하였다는 데 의의가 있다. 추후 이를 바탕으로 보육교사의 정서노동을 이해하고, 개인의 정서관리와 긍정적이고 건강한 정서표현을 돕는 다양한 방법을 모색함으로써 직무스트레스 관리에 긍정적 영향을 미치고 교사-유아 상호작용을 향상하는 데 도움을 줄 수 있을 것이다. | This study showed how classified teacher's emotional labor under the type of emotional labor and evaluated the impact how child care teacher's emotional labor effects on the teacher's job stress and teacher-child interaction through comparing the difference of teacher's job stress and teacher-child interaction under the clusters. Detail research questions are as follows: First, what relationship do child care teacher's emotional labor and job stress and teacher–child interaction have? Second, how the clusters are classified under the type of Child Care teacher's emotional labor? Third, is there a difference in job stress and teacher–child interaction under the clusters of child care teacher's emotional labor? In order to solve the problems, the study of child care teacher's emotional labor, job stress and teacher–child interaction surveyed 309 Child Care teachers who work for public and private kindergartens class at the age 3, 4, 5 in Seoul and Gyeonggi province. Self–report questionnaire was used for this. For this study, the measurement tool of emotional labor(Lee Jin-Hwa, 2007) was used to measure child care teacher's emotional labor. The measurement tool of teacher's job stress used questionnaire which was developed for child care teacher's job stress by Yang An-Sook(2008) as a suitable measurement stress test tool under child care teacher's job environment. The measurement tool of teacher-child interaction was modified using questionnaire of teacher which was developed by Lee Joung-Sook(2003) in order to evaluate the teacher-child interaction. The collected data were analyzed with SPSS statistics 22.0 and carried out frequency analysis, pearson's correlation analysis, cluster analysis, one-way ANOVA. The results shown of this study are as follows: First, the levels of the child care teacher's emotional labor and job stress and teacher–child interaction were high. Second, the higher deep acting and surface acting of emotional labor increased job stress, and three types of child care teacher's emotional labor(natural, deep, and surface) increased teacher-child interaction. On the other hand child care teacher's job stress did not have any relation with teacher–child interaction. Third, the result of the cluster analysis under the type of child care teacher's emotional labor arranged into 4 clusters. Cluster 1 is ‘High emotional labor’ which are high in natural acting, deep acting and surface acting. Cluster 2 is ‘Suppressed emotional labor’ which are low in natural acting and deep acting while surface acting is high. Cluster 3 is ‘Harmonic emotional labor’ which are high in natural acting and deep acting while surface acting is low. Cluster 4 is ‘Low emotional labor’ which are low in natural acting, deep acting and surface acting. Most of teachers from respondent belong to ‘High emotional labor’ and ‘Suppressed emotional labor’. It indicates that child care teacher's emotional labor is high and doing more surface acting. Forth, the teachers who are included ‘High emotional labor’ and ‘Suppressed emotional labor’ got stressed higher than the teachers who are included ‘Harmonic emotional labor’ and ‘Low emotional labor’. So the teachers of ‘Harmonic emotional labor’ who job stress is low and teacher-child interaction is high do emotional labor efficiently. This study found out how child care teacher's emotional labor classified sort of sub-cluster using cluster analysis and difference of teacher's job stress and teacher-child interaction by the clusters, the most efficient cluster doing emotional labor for child care teacher. Expectedly, the findings from this study help to improve teacher-child interaction and positive influence to manage job stress through understanding the child care teacher's emotional labor, trying to find out the method for individual emotional management and healthy emotional expression.
This study showed how classified teacher's emotional labor under the type of emotional labor and evaluated the impact how child care teacher's emotional labor effects on the teacher's job stress and teacher-child interaction through comparing the difference of teacher's job stress and teacher-child interaction under the clusters. Detail research questions are as follows: First, what relationship do child care teacher's emotional labor and job stress and teacher–child interaction have? Second, how the clusters are classified under the type of Child Care teacher's emotional labor? Third, is there a difference in job stress and teacher–child interaction under the clusters of child care teacher's emotional labor? In order to solve the problems, the study of child care teacher's emotional labor, job stress and teacher–child interaction surveyed 309 Child Care teachers who work for public and private kindergartens class at the age 3, 4, 5 in Seoul and Gyeonggi province. Self–report questionnaire was used for this. For this study, the measurement tool of emotional labor(Lee Jin-Hwa, 2007) was used to measure child care teacher's emotional labor. The measurement tool of teacher's job stress used questionnaire which was developed for child care teacher's job stress by Yang An-Sook(2008) as a suitable measurement stress test tool under child care teacher's job environment. The measurement tool of teacher-child interaction was modified using questionnaire of teacher which was developed by Lee Joung-Sook(2003) in order to evaluate the teacher-child interaction. The collected data were analyzed with SPSS statistics 22.0 and carried out frequency analysis, pearson's correlation analysis, cluster analysis, one-way ANOVA. The results shown of this study are as follows: First, the levels of the child care teacher's emotional labor and job stress and teacher–child interaction were high. Second, the higher deep acting and surface acting of emotional labor increased job stress, and three types of child care teacher's emotional labor(natural, deep, and surface) increased teacher-child interaction. On the other hand child care teacher's job stress did not have any relation with teacher–child interaction. Third, the result of the cluster analysis under the type of child care teacher's emotional labor arranged into 4 clusters. Cluster 1 is ‘High emotional labor’ which are high in natural acting, deep acting and surface acting. Cluster 2 is ‘Suppressed emotional labor’ which are low in natural acting and deep acting while surface acting is high. Cluster 3 is ‘Harmonic emotional labor’ which are high in natural acting and deep acting while surface acting is low. Cluster 4 is ‘Low emotional labor’ which are low in natural acting, deep acting and surface acting. Most of teachers from respondent belong to ‘High emotional labor’ and ‘Suppressed emotional labor’. It indicates that child care teacher's emotional labor is high and doing more surface acting. Forth, the teachers who are included ‘High emotional labor’ and ‘Suppressed emotional labor’ got stressed higher than the teachers who are included ‘Harmonic emotional labor’ and ‘Low emotional labor’. So the teachers of ‘Harmonic emotional labor’ who job stress is low and teacher-child interaction is high do emotional labor efficiently. This study found out how child care teacher's emotional labor classified sort of sub-cluster using cluster analysis and difference of teacher's job stress and teacher-child interaction by the clusters, the most efficient cluster doing emotional labor for child care teacher. Expectedly, the findings from this study help to improve teacher-child interaction and positive influence to manage job stress through understanding the child care teacher's emotional labor, trying to find out the method for individual emotional management and healthy emotional expression.
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http://dcollection.hanyang.ac.kr/jsp/common/DcLoOrgPer.jsp?sItemId=000000078721http://repository.hanyang.ac.kr/handle/20.500.11754/130571
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GRADUATE SCHOOL OF EDUCATION[S](교육대학원) > MAJOR IN EARLY CHILDHOOD EDUCATION(유아교육전공) > Theses(Master)
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