초록 열기/닫기 버튼
본 연구는 특수교사의 자아분화 수준에 따른 교직전문성 지각 및 직무 스트레스를 알아보고자 하였다. 광주·전남지역 특수학교 및 특수학급에 근무하는 교사 193명을 대상으로 설문조사를 실시하였다. 그 결과는 첫째, 자아분화 수준은 성별로는 여성이, 경력별로는 5년이하 교사가 높았다. 둘째, 자아분화 수준이 높을수록 교직전문성 지각이 높았다. 셋째, 자아분화 수준 하집단이 다른 집단보다 직무스트레스가 높은 것으로 나타났으나 의미있는 차이는 없었다. 넷째, 가족퇴행 점수가 높을수록 교직전문성이 높았다. 다섯째, 자아통합 점수가 낮을수록 직무스트레스가 높았으나 유의한 차이는 없는 것으로 나타났다.
This study purposed to examine special teachers’ perception of teaching professionalism and occupational stress according to the level of self differentiation, and for this, this study conducted a questionnaire survey of 193 teachers working at special schools and special classes in Gwangju and Jollanam do. According to the results, the level of self differentiation was higher in female teachers than in male ones, and in those with five years’ or shorter teaching experience than in others. In addition, the perception of teaching professionalism was higher in teachers with a high level of self differentiation, and occupational stress was higher in teachers with a low level of self differentiation. On the other hand, the perception of teaching professionalism was higher in teachers with a high score of family regression, and occupational stress was lower in those with a high score of self unification.
키워드열기/닫기 버튼
Self-differentiation, teaching professionalism, occupational stress
