교사의 소진과 비합리적 신념의 관계

Abstract

The purpose of this study was to investigate relationships between irrational beliefs and teacher burnout. Research questions for this study were as follows: First, what relationships exist between irrational beliefs and teacher burnout?; Second, do relationships between irrational beliefs and teacher burnout differ according to teachers' educational experience?; Third, do relationships between irrational beliefs and teacher burnout differ according to school grade?; Research participants were 422 teachers working in elementary, middle and high schools in Busan Metropolitan city. Scales used in this study were MBI(Maslach Burnout Inventory) and IBT(Irrational Belief Test). Collected data were analyzed using multiple regression. The results of this study are as follows: First, teacher burnout has significant relationships with irrational belief. Some irrational belief have strong positive correlations with a subordinate factor of burnout. Second, relationships between irrational beliefs and teacher burnout differ according to stages of teacher development. Third, relationships between irrational beliefs and teacher burnout differ according to school grade. The implications of this study for practice were discussed with comments on limitations of this study. Finally, suggestions for future research were made.