지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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Stress and burnout for human service professionals have received increasing attention in the literature. The purpose of this was to investigate related factors influencing burnout and to compare the levels of burnout according to the levels of social support perveived by early childhood teachers.
Subjects consisted of 156 teachers with mean age of 26.7 years old in Kyonggi province. Multiple regressions were conducted to examine factors influencing burnout among teachers. Results showed that work load, social support(from supervisor & co-workers), and working hours were most important factors influencing emotional exhaustion. Factors influencing personal accomplishment were ound to be role satisfaction, support from family, and opinion acceptance. Factors important to dehumanization was work load.
T-tests were conducted to compare the levels of burnout according to the levels of social support perceived by teachers. Teachers in high level of emotional support group were found to be significantly lower in emotional exhaustion and significantly higher in personal accomplishment. Teachers in high level of approval group were found to be significantly lower in emotional exhaustion and dehumanization and much higher in personal accomplishment. Those in high level of instrumental support group were found to be much lower in dehumanization and emotional exhaustion. Teachers in high level of information provision group were found to be significantly lower in dehumanization and emotional exhaustion. Results in general tended to indicate that social support was very important variable to reduce burnout among early childhood teachers.
Subjects consisted of 156 teachers with mean age of 26.7 years old in Kyonggi province. Multiple regressions were conducted to examine factors influencing burnout among teachers. Results showed that work load, social support(from supervisor & co-workers), and working hours were most important factors influencing emotional exhaustion. Factors influencing personal accomplishment were ound to be role satisfaction, support from family, and opinion acceptance. Factors important to dehumanization was work load.
T-tests were conducted to compare the levels of burnout according to the levels of social support perceived by teachers. Teachers in high level of emotional support group were found to be significantly lower in emotional exhaustion and significantly higher in personal accomplishment. Teachers in high level of approval group were found to be significantly lower in emotional exhaustion and dehumanization and much higher in personal accomplishment. Those in high level of instrumental support group were found to be much lower in dehumanization and emotional exhaustion. Teachers in high level of information provision group were found to be significantly lower in dehumanization and emotional exhaustion. Results in general tended to indicate that social support was very important variable to reduce burnout among early childhood teachers.
목차
Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과 및 해석
Ⅳ. 논의 및 결론
참 고 문 헌
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-375-013902424