초등 방과후학교 강사의 직무스트레스와 자기효능감이 직무만족에 미치는 영향

Abstract

The Influence of Elementary After-School Instructor’s Job Stress and Self-efficacy on Job Satisfaction

Ban, Hyun Woo

Graduate School of Education Pukyong National University

ABSTRACT This study analyzed the influence of elementary after-school instructors' job stress and self-efficacy on job satisfaction in order to promote the job satisfaction of elementary after-school instructors. This survey carried out with after-school instructors working at elementary schools in Busan. The 274 results out of 278 collected survey papers were used except four insincere reports. IBM SPSS 21.0 was used to analyze the collected data. The analysis method carried out independent sample t-test and one-way analysis of variance (one-way ANOVA) to verify the differences between variables due to personal backgrounds, and in the case of one way ANOVA, Scheffe's was used. Also, the correlation analysis was performed to identify the relationship between the variables, and the influence of the variable was verified through multiple regression analysis. The results obtained through the above analysis processes are as follows. First, there were differences in job stress, self-efficacy and job satisfaction due to personal backgrounds. Female instructors had greater job stress. Job stress of instructors who teach core courses were higher than that of instructors who teach non-core courses. Instructors with more than five years of experience had higher self-efficacy and job satisfaction compared to those with less experience. Second, as job satisfaction increases, job stress decreases, but as job satisfaction increases, self-efficacy increases, In other words, job satisfaction is negatively correlated with job stress but is positively correlated with self-efficacy. Then, it is found that the self-efficacy is low when the job stress is high which means that the job stress is negatively correlated with the self-efficacy. Third, job satisfaction decreases as job stress increases, but increases as self-efficacy increases. In other words, job stress has a negative influence on job satisfaction, and self-efficacy has a positive influence on job satisfaction. Based on these results, the conclusions are as follows. First of all, further research on job stress and self-efficacy of instructors is needed. Second, variable stress management resources should be provided to improve the job satisfaction of after-school instructors. Also, a training program which identifies the tasks of elementary after-class instructors should be developed to improve the self-efficacy of instructors. Third, after-school instructors at Elementary schools need to develop their program expertise, develop their ability as instructors, and brand individual instructors in order to improve the quality of their programs.