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The Relations among Teachers' Occupational Stress, Social Support and Self-esteem in School for Physical and Multiple Disabilities
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지체부자유학교 교사의 직무스트레스와 사회적 지지 및 자아존중감의 관계분석

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Type
Academic journal
Author
Journal
The Research Institute for Special Education & Rehabilitation Science 특수교육재활과학연구 특수교육재활과학연구 제51권 제4호 KCI Accredited Journals
Published
2012.1
Pages
69 - 93 (25page)

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The Relations among Teachers' Occupational Stress, Social Support and Self-esteem in School for Physical and Multiple Disabilities
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Abstract· Keywords

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The purpose of this study was to examine the relations among teachers’ occupational stress, social support, and self-esteem in School for Physical and Multiple Disabilities. The major results of this study were as follows:Initially, the occupational stress of the teachers who work at the special school for the physically disabled children proved high in job related tasks, administrative support, and working with children. The occupational stress level was different depending on the teachers educational records. Secondly, there were negative correlations between the social support and the occupational stress of teachers who worked at the special school for the physically disabled children. There were also negative correlations between the self-esteem and the occupational stress of teachers who work at the special school for the physically disabled children. Finally, the occupational stress of teachers who work at the special school for the physically disabled children was explained significantly by self-esteem and social support from colleagues. In conclusion, this study implies that social support and self-esteem of teachers may be important factors in reducing occupational stress of teachers who work at special school for physically disabled children.

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