학생의 문제행동이 교사 소진에 미치는 영향 : 교사효능감을 통한 사회적 지지의 매개된 조절효과
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | 신효정 | - |
dc.contributor.author | 황명선 | - |
dc.date.accessioned | 2018-11-08T08:21:08Z | - |
dc.date.available | 2018-11-08T08:21:08Z | - |
dc.date.issued | 2015-02 | - |
dc.identifier.other | 18932 | - |
dc.identifier.uri | https://dspace.ajou.ac.kr/handle/2018.oak/12931 | - |
dc.description | 학위논문(석사)--아주대학교 교육대학원 :상담심리,2015. 2 | - |
dc.description.abstract | 국 문 초 록 본 연구는 초등교사가 지각하는 학생의 문제행동과 소진, 교사효능감과 사회적 지 지가 어떠한 관련이 있는지 알아보고자 하였다. 구체적으로는 교사가 지각하는 학생 의 문제행동이 사회적 지지와 서로 상호작용하여 교사효능감을 매개로 소진에 영향 을 미치는 지 알아보고자 하였다. 이러한 목적을 달성하기 위하여 다음과 같은 세 가지 연구문제를 설정하였다. 첫째, 교사가 지각한 학생의 문제행동과 교사의 심리적 소진과의 관계에서 교사효 능감의 매개효과가 존재하는가? 둘째, 사회적 지지가 학생의 문제행동과 교사효능감 사이에서 유의한 조절효과를 보이는가? 즉, 통합적으로 사회적 지지의 매개된 조절효과가 존재하는가? 셋째, 사회적 지지가 교사효능감과 교사의 심리적 소진 사이에서 유의한 조절효과 를 보이는가? 즉, 통합적으로 사회적 지지의 조절된 매개효과가 존재하는가? 본 연구를 위해 경기 소재의 초등학교에 재직 중인 교사 243명을 대상으로 설문 조사를 실시하였으며 이 중 240명의 결과를 분석하였다. 측정도구로는 학생의 문제 행동, 소진, 교사효능감, 사회적 지지 척도를 사용하였으며 결과는 SPSS 21.0을 사 용하여 분석하였다. 자료의 분석 방법은 Pearson의 적률 상관분석을 실시하였으며, 회귀분석과 SPSS Macro 및 부트스트래핑 방법을 이용하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 학생의 문제행동과 소진의 관계를 교사효능감이 매개하는지 분석한 결과, 교사가 지각한 학생의 문제행동과 교사의 심리적 소진과의 관계에서 교사효능감의 부분 매개효과가 존재하는 것으로 나타났다. 둘째, 학생의 문제행동과 교사효능감 사이에서 사회적 지지의 조절효과가 유의하 v 였다. 사회적 지지가 낮은 집단과 높은 집단 모두 학생의 문제행동이 증가할 때 교 사효능감이 낮아지지만 사회적 지지가 높은 집단은 그렇지 않은 집단보다 높은 교 사효능감을 보였다. 또한 학생의 문제행동이 점차 개선될 때, 높은 사회적 지지를 받고 있는 집단은 교사효능감이 큰 폭으로 상승하는 모습을 보였다. 조절된 매개효 과가 유의한지 분석한 결과, 학생의 문제행동이 교사의 소진에 미치는 영향을 교사 효능감이 매개할 때 사회적 지지의 크기가 커질수록 이 매개효과가 상대적으로 증 가하는 것으로 나타나 결론적으로 사회적 지지의 매개된 조절효과가 존재한다는 것 을 확인하였다. 셋째, 사회적 지지의 매개된 조절효과의 경쟁모형으로 사회적 지지의 조절된 매개 효과가 존재하는지 알아보았으나, 사회적 지지의 조절효과는 유의하지 않았다. 이와 같은 결과가 함의하는 것은 문제행동을 보이는 학생을 지도하는 교사에게 사회적 지지를 제공하고 교사효능감을 높여주는 것이 교사의 소진을 예방하는 데 도움이 된다는 것을 나타낸다. 즉, 사회적 지지가 학생의 문제행동과 교사효능감 사 이에서 조절효과를 보이고, 매개된 조절효과를 보인다는 결과를 통해 교사의 소진 을 예방하기 위하여 교사효능감이 저하되기 이전에 사회적 지지를 제공해야 한다는 점을 확인하였다. | - |
dc.description.tableofcontents | 국문초록 ································································································································ⅳ I. 서론 ···································································································································1 1. 연구의 필요성 및 목적 ································································································1 2. 연구문제··························································································································5 Ⅱ. 이론적 배경 ····················································································································7 1. 소진 ··································································································································7 2. 학생의 문제행동 ············································································································9 3. 교사효능감 ····················································································································12 4. 사회적 지지 ··················································································································15 Ⅲ. 연구방법 ························································································································18 1. 연구대상························································································································18 2. 측정도구························································································································20 3. 분석방법························································································································24 Ⅳ. 연구결과 ························································································································25 1. 학생의 문제행동, 사회적 지지, 교사효능감, 소진의 기술분석 ·························25 2. 학생의 문제행동, 사회적 지지, 교사효능감, 소진의 상관관계 ·························27 3. 매개된 조절효과 ··········································································································30 가. 학생의 문제행동과 교사 소진의 관계에서 교사효능감의 매개효과········30 나. 학생의 문제행동과 교사효능감의 관계에서 사회적 지지의 조절효과 ····32 다. 매개된 조절효과 ··································································································34 4. 조절된 매개효과 ··········································································································38 가. 교사효능감과 교사 소진의 관계에서 사회적 지지의 조절효과 ················38 ii 나. 조절된 매개효과 ··································································································39 Ⅴ. 논의 및 결론 ················································································································41 1. 요약 및 논의················································································································41 2. 결론 및 제언················································································································44 참 고 문 헌 ··························································································································48 부 록······································································································································58 | - |
dc.language.iso | kor | - |
dc.publisher | The Graduate School, Ajou University | - |
dc.rights | 아주대학교 논문은 저작권에 의해 보호받습니다. | - |
dc.title | 학생의 문제행동이 교사 소진에 미치는 영향 : 교사효능감을 통한 사회적 지지의 매개된 조절효과 | - |
dc.type | Thesis | - |
dc.contributor.affiliation | 아주대학교 교육대학원 | - |
dc.contributor.department | 교육대학원 상담심리 | - |
dc.date.awarded | 2015. 2 | - |
dc.description.degree | Master | - |
dc.identifier.localId | 695727 | - |
dc.identifier.url | http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000018932 | - |
dc.subject.keyword | 문제행동 | - |
dc.subject.keyword | 교사 | - |
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