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이승애 인천대학교 교육대학원 2018 국내석사
본 연구는 유아교사의 직무환경, 자아탄력성, 소진 간의 관계를 살펴보고, 직무환경과 자아탄력성이 소진에 어떠한 영향을 미치는지를 알아보는데 목적이 있다. 이러한 연구목적을 위해 다음과 같은 연구문제를 선정하였다. 첫째, 유아교사의 배경변인에 따른 직무환경, 자아탄력성, 소진의 차이는 어떠한가? 둘째, 유아교사의 직무환경, 자아탄력성, 소진 간의 관계는 어떠한가? 셋째, 유아교사의 직무환경과 자아탄력성이 소진에 미치는 상대적인 영향력은 어떠한가? 본 연구의 대상은 인천 및 경기도 지역에 소재한 유치원과 어린이집에 근무하는 유아교사 351명이다. 본 연구에서 사용된 연구도구는 다음과 같다. 첫째, 유아교사의 직무환경을 측정하기 위해 서지영(2002)이 개발한 측정도구를 사용하였다. 둘째, 유아교사의 자아탄력성은 Knlohen(1996)의 연구에서 사용된 캘리포니아 성격검사(California Personality Inventory: CPI)를 박현진(1997)이 번안한 측정도구를 사용하여 측정하였다. 셋째, 유아교사의 소진은 Maslach와 Jackson(1981)이 개발한 Maslach Burnout Inventory(MBI)를 강학구(1996)가 번안하여 사용한 것을 송지연(2016)이 수정·보완한 측정도구를 사용하여 측정하였다. 본 연구의 자료수집을 위해 예비조사 20명, 본 조사 351명을 대상으로 설문조사를 실시하였다. 자료 분석은 SPSS 22.0을 사용하여 통계처리를 하였다. 첫째, 연구도구의 신뢰도 검증을 위해 Cronbach’s α 계수를 산출하였다. 둘째, 교사의 배경변인에 따른 유아교사의 직무환경, 자아탄력성, 소진의 차이를 살펴보기 위해 독립표본 t-검증(Independent samples t-test)과 분산분석(Analysis of Variance)을 실시하였으며, 사후검증으로 Scheffé방법을 사용하였다. 셋째, 유아교사의 직무환경, 자아탄력성과 소진 간의 관계를 알아보기 위하여 Pearson 상관관계분석(Correlation Analysis)을 실시하였다. 넷째, 유아교사의 직무환경, 자아탄력성이 소진에 미치는 상대적 영향력을 알아보기 위해 중다회귀분석(Multiple Regrssioen Analysis)을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 유아교사의 배경변인에 따른 직무환경을 살펴본 결과 성별, 결혼여부, 기관유형, 최종학력, 직위에서 유의미한 차이가 있는 것으로 나타났다. 둘째, 유아교사의 배경변인에 따른 자아탄력성을 살펴본 결과 결혼여부, 연령, 최종학력, 경력, 직위에서 유의미한 차이가 있는 것으로 나타났다. 셋째, 유아교사의 배경변인에 따른 소진을 살펴본 결과 결혼여부, 연령, 학력, 직위에서 유의미한 차이가 있는 것으로 나타났다. 넷째, 유아교사의 직무환경, 자아탄력성 및 소진 간의 상관관계를 살펴본 결과, 직무환경과 자아탄력성 간에는 정적상관관계가 나타났고, 직무환경과 소진 간에는 부적상관관계가 나타났으며, 자아탄력성과 소진 간에도 부적상관관계가 있는 것으로 나타났다. 다섯째, 유아교사의 직무환경과 자아탄력성이 소진에 미치는 영향을 살펴본 결과, 직무환경과 자아탄력성 모두 소진에 영향을 미치는 것으로 나타났으며, 직무환경보다 자아탄력성이 소진에 상대적으로 더 크게 영향력을 미치는 것으로 나타났다. 본 연구는 기존의 유아교사의 소진에 관련하여 단편적인 요인에 초점을 두던 선행연구의 한계점을 보완하고자, 환경적인 직무환경과 개인 내적인 자아탄력성의 영향력을 동시에 탐색했다는 점에서 그 의미를 지닌다. 본 연구가 유아교육현장에서 소진을 유발하거나 증가시키는 요인을 예방하고 긍정적으로 유아교육기관의 보육과 교육의 질을 향상시키는데 밑거름이 되길 기대한다. 주제어 : 직무환경, 자아탄력성, 소진 This research examined the relationships between kindergarten teachers’ work environment, ego resiliency and burnout, and aimed to investigate the effect of their work environment and ego resiliency on burnout. Hence, the first research question of this study is, what are the differences in kindergarten teachers’ work environment, ego resiliency and burnout depending on the teachers’ background characteristics? The second question is, what are the relationships between kindergarten teachers’ work environment, ego resiliency and burnout? The third question is, what is the relative effect of kindergarten teachers’ work environment and ego resiliency on their burnout? The subjects of this study were 351 kindergarten teachers from kindergartens and daycare centers located in Incheon and Gyeonggi-do province, South Korea. The research tools utilized in this study were as follows. First, I used a measurement tool developed by Seo (2002) to measure kindergarten teachers’ working environment. Second, I used California Personality Inventory (CPI) developed by Klohnen (1996) and adapted by Park (1997) to measure kindergarten teachers’ ego resiliency. Third, I used Maslach Burnout Inventory (MBI) developed by Maslach and Jackson (1981), adapted by Kang (1996), and amended and adapted by Song (2016) to measure kindergarten teachers’ burnout. To collect data for this study, I conducted a feasibility study based on 20 participants. In total, I conducted a survey of 351 participants for this research. I analyzed data by means of statistical analysis utilizing SPSS 22.0. First, I calculated Cronbach’s α coefficient to verify reliability of our research tools. Second, to examine kindergarten teachers’ work environment, ego resiliency and burnout depending on their background characteristics, I conducted an independent samples t-test and variance analysis. I utilized Scheffé’s method for post verification. Third, I conducted Pearson correlation analysis to investigate the relationships between kindergarten teachers’ work environment, ego resiliency and burnout. Fourth, I conducted a multiple regression analysis to examine the relative effect of kindergarten teachers’ work environment and ego resiliency on their burnout. To summarize, the results of this study are as follows. First, in terms of work environment, there are significant differences depending on kindergarten teachers’ socio-demographic characteristics that include gender, marital status, institution type, the highest level of education completed and job level. Second, in terms of ego resiliency, there are significant differences depending on kindergarten teachers’ socio-demographic characteristics that include marital status, age, the highest level of education completed, work experience and job level. Third, in terms of burnout, there are significant differences depending on kindergarten teachers’ socio-demographic characteristics that include marital status, age, the highest level of education completed and job level. Fourth, the result of examining the relationships between kindergarten teachers’ work environment, ego resiliency and burnout is that there is a significant correlation between these three variables. Fifth, the result of examining the effect of kindergarten teachers’ work environment and ego resiliency on their burnout is as follows: work environment and ego resiliency affect kindergarten teachers’ burnout. Moreover, the influence of ego resiliency on burnout is higher than the influence of work environment. This research aimed to overcome limitations of earlier studies that focused on fragmentary factors related to kindergarten teachers’ burnout. To overcome these limitations, I examined the influence of work environment (an environmental factor) and ego resiliency (a personal factor). I hope that this research will lay the foundation for preventing the causes of and increases in teachers’ burnout in the early childhood education field and for raising the quality of childcare and education in early childhood education institutions. Key Words : work environment, ego resiliency, burnout
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고중력하에서의 Large ZSM-5 결정의 합성과 반응 속도에 관한 연구
ZSM-5 was synthesized under elevated gravitational field, Experiments were performed to evalute the influence of gravity on crystal size, crystallinity, aspect ratio, size distribution, morphology and reaction kinetics. The experimental works were carried out at 170℃, 180℃, 190℃ and different gravities 1 G, 10 G, 30 G. Using a starting reatant batch composition of 4Na_(2)O-0.5Al_(2)O_(3)-100SiO_(2)-5TPABr-2800H_(2)O, a factorial method was used to adjust the contents of NaOH, H_(2)O and gravity in the synthesis mixture in order to maximize the crystal size. In this work, five different experimental systems were applied. The first set of experiments was carried out at 180℃ for one day under 1 G and 30 G. The second set of experiments was carried out at the same reaction condition as the first set except for NaOH and A1_(2)O_(3) concentrations. The third set of experiments was carried out at one day intervals under 1 G and 306. Reaction temperatures were 170℃, 180℃ and 190℃ with 7days of reaction time. The fourth set of experiments was carried out with different mixing order relative to the third set. The reaction was stopped at every 4 hours up to 24 hours. In the final set of experiments, the reaction mixtures were prepared by different silica and alumina sources under 1 G and 30G. The results showed that the effects of gravity on crystal size, aspect ratio and size distribution were significant. The activation energies under elevated gravity were lower than those of normal gravity regardless of compositions and mixing order; that is, the activation energies for the optimum composition, 4Na_(2)O-100SiO_(2)-0.3Al_(2)O_(3)-3.8TPABr--3500H_(2)O, 63.19 kJ/mol and 56.54 kJ/mol for 1G and 30G, respectively. In addition, the effects of gravity on size distribution strongly depend on the concentration of H_(2)O : that is, in case of low H_(2)O concentration, the elevated gravity was favored for narrow size distribution while in case of high H_(2)O concentration, the size distribution became broad with gravity and NaOH concentration.
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