The thesis is for analyzing and investigating the relations among motivation for job education, job stress, and job satisfaction, as well as for verifying the fidelity of variables by proposing the model for the results of variables'' relationship. The survey for this study is conducted for 30days from June 1st to 30th, by employees working in the area of food and beverages department from Seoul districts, that are collected 543 peoples'' survey out of 600 by purposive or judgemental sampling. The validity and reliability of the questionnaires are verified by experts'' conference, a preliminary inspection, factor analysis, and reliability analysis. The reliability for this survey is shown as α=.688~α=.935. The analysis is undertaken by input data with using SPSSWIN 24.0 program, and the statistical techniques are used by factorial analysis, reliability analysis, correlation analysis, independent sample t-test, one-way analysis of variance, and multiple regression analysis. The results gained from these research methods are following.
First, there are differences between job motivation for job education, job stress, and job satisfaction by socio-demographic factors.
Second, job motivation for job education affects job stress. It means when intellectual interest is increased, organization system is also increased, while it is decreased when the motivation from occupational profession development is decreased. When the motivation from the change and development of phenomenon, intellectual interest, the satisfaction from external expectation are increased, the job requirements are increased; while the motivation for occupational profession development is decreased as well as job requirements. The solving factors for the conflicting relationships are increased when the motivation for intellectual interests is increased. When the motivation for change and development of phenomenon and intellectual interest is increased, lack of autonomy is increased too, while it is decreased when the motivation for the occupational profession development is decreased. When the motivation for formation of social relationships and intellectual interests are decreased, job anxiety is although increased, like when the motivation for occupational profession development is not there.
Third, the motivation for job education affects the internal satisfaction. When the motivation for the formation of social relationships and intellectual interests are increased, the internal satisfaction is also increased. On the other hand, when the motivation for the satisfaction of external expectations and development of occupational profession is decreased, the internal satisfaction also gets decreased. When the motivation for the formation of social relationships and intellectual interests are increased, the external satisfaction is also increased.
Fourth, the job stress affects the job satisfaction. It means, when the activities for organization system, conflicting relationships, and job autonomy are well conducted, the internal satisfaction is increased. On the other hand, when the job insecurity and the job stress are increased, the internal satisfaction is decreased. When the organization system, conflicting relationship, and job autonomy are handled well, the external satisfaction is increased, while the stress from job requirements and job instability is increased, the external satisfaction gets low.
Fifth, the motive of job training affects attentively the job satisfaction for the employees. Meanwhile, the job stress affects the motive of job traning and the job satisfaction directly and indirectly. This result represents that the job stress significantly affects the job satisfaction that employees pursue.