본 연구의 목적은 특수보육교사의 직무스트레스와 교사효능감의 수준, 그리고 사회ㆍ인구학적 변인에 따른 직무스트레스와 교사효능감의 차이, 그리고 직무스트레스에 대한 완화요인으로서의 교사효능감의 영향력을 밝히는 것이다. 본 연구의 연구문제 검증 결과에 의해 도출된 결론은 다음과 같다.첫째, 특수보육교사의 직무스트레스 수준은 보통 이상으로 높게 나타났고, 교사효능감은 보통 수준이지만 유사한 일을 하는 다른 교사집단에 비해 낮은 것으로 나타났다.둘째, 사회ㆍ인구학적 변인에 따른 특수보육교사의 직무스트레스는 법인 보육시설, 장애아 전담어린이집, 미혼, 25세 미만, 4년제 대학 졸업 학력, 1년 미만의 교직경력을 가진 경우 유의미하게 높게 나타났다. 셋째, 특수보육교사의 사회ㆍ인구학적 변인에 따른 특수보육교사의 교사효능감은 대학원 재학 및 졸업 학력을 가진 경우에 유의미하게 높게 나타났다.넷째, 특수보육교사의 사회ㆍ인구학적 변인 중에는 법인 보육시설, 장애아 전담어린이집에 근무하고, 4년제 대학 졸업 학력을 가진 조건에서 아동관련, 교육활동 관련 스트레스에 대한 설명력이 높다. 또한 교사효능감 하위요인 중에는 개인적 교사효능감이 낮은 경우, 학부모 관련 스트레스에 대한 설명력이 높게 나타났다.

The purpose of this research is to verify special day-care center teachers' occupational stress level and teacher efficacy level, and the difference of special day-care center teachers' occupational stress and teacher efficacy according to demographical factor, the effect of teacher efficacy as a cause of decrease in work stress, The result of this study were as followed. First, special day-care center teacher's work stress showed to be higher than average, and their teacher efficacy is average but which is lower than other teacher group working in a similar field. Second, special day-care center teacher's work stress based on demographical factor showed to be high in case of juridical daycare center, only handicapped child day-care center, single, under 25, graduate degree of university, and teaching career under a year. Third, special day-care center teacher's teacher efficacy based on special day-care center teacher's demographical factor showed to be high in case of having graduate degree of a graduate school. Fourth, among special day-care center teacher's demographical factors, stress related to handicapped child educating activity has high rate of relationship with it's factor in condition of having graduate degree of university and working at a only handicapped child day-care center. Also, among teacher efficacy's specific factors, parents related stress had high rate of relationship with it's factor in case of low individual teacher efficacy.

The purpose of this research is to verify special day-care center teachers' occupational stress level and teacher efficacy level, and the difference of special day-care center teachers' occupational stress and teacher efficacy according to demographical factor, the effect of teacher efficacy as a cause of decrease in work stress, The result of this study were as followed. First, special day-care center teacher's work stress showed to be higher than average, and their teacher efficacy is average but which is lower than other teacher group working in a similar field. Second, special day-care center teacher's work stress based on demographical factor showed to be high in case of juridical daycare center, only handicapped child day-care center, single, under 25, graduate degree of university, and teaching career under a year. Third, special day-care center teacher's teacher efficacy based on special day-care center teacher's demographical factor showed to be high in case of having graduate degree of a graduate school. Fourth, among special day-care center teacher's demographical factors, stress related to handicapped child educating activity has high rate of relationship with it's factor in condition of having graduate degree of university and working at a only handicapped child day-care center. Also, among teacher efficacy's specific factors, parents related stress had high rate of relationship with it's factor in case of low individual teacher efficacy.

special day-care center teachers, occupational stress, teacher efficacy논문 접수 : 2007. 2. 6 / 수정본 접수 : 2007. 3. 12 / 게재 승인 : 2007. 3. 16