기관회원 [로그인]
소속기관에서 받은 아이디, 비밀번호를 입력해 주세요.
개인회원 [로그인]

비회원 구매시 입력하신 핸드폰번호를 입력해 주세요.
본인 인증 후 구매내역을 확인하실 수 있습니다.

회원가입
장바구니
 고객센터
본문검색
  • 검색 히스토리
실시간 인기검색어
서지반출
Burnout in the Context of Elementary Physical Education
[STEP1]서지반출 형식 선택
파일형식
@
서지도구
SNS
기타
[STEP2]서지반출 정보 선택
  • 제목
  • URL
돌아가기
확인
취소
  • Burnout in the Context of Elementary Physical Education
  • 초등학교 체육교육 환경에서 초급교사의 전문 정체성과 탈진과의 관계
ㆍ 저자명
Yoo, Seang-Leol
ㆍ 간행물명
한국초등체육학회지KCI
ㆍ 권/호정보
2014년|19권 4호(통권42호)|pp.139-152 (14 pages)
ㆍ 발행정보
한국초등체육학회|한국
ㆍ 파일정보
정기간행물|ENG|
PDF텍스트(0.22MB)
ㆍ 주제분야
교육학
서지반출

영문초록

The purpose of the study was to identify teacher’s professional identity and how this identity has relation to burnout for beginning elementary school physical education teachers. Job-related burnout inventory was administered to thirty one teachers in the early stage of the study. Seven teachers who got highest score in job-related burnout inventory were assigned to ‘burnout group’ and other seven teachers who got lowest score were assigned to ‘non-burnout group’. The rest of the teachers were eliminated from the research for the convenient contrast between ‘burnout group’ and ‘non-burnout group’. Participants were not aware of which group they belonged to. Both groups had personal and focus group interviews. Semi-structured interviews were designed based on the research purpose. The interview questions were based on six factors (value, commitment, self-efficacy, emotions, knowledge-skills-belief, and micro-politics) which were identified by Flectcher (2012). The teachers in two groups were asked to record reflective log every weekday during the period of research. Research findings indicated that burnout was caused by the interaction between individual characteristics and organizational factors. Unfulfilled commitment, lack of efficacy, unsupporting administrators, beliefs emphasizing teachers’ heavy responsibilities, and even negative attitude toward physical activity were main factors for emotional burnout for burnout teachers. Emotions seem to play a key role in their professional identity and school lives for the teachers who were burned out due to class management and discipline issues.

국문초록

본 연구의 목적은 초등학교 초급 체육교사의 전문 정체성을 규명하고 이러한 정체성이 탈진과 어떠한 관계가 있 는가를 알아보는데 있다. 연구초기에 31명의 교사가 참여하여 직업관련 탈진도구를 이용하여 탈진의 정도를 알아 보았으며 이를 근거로 가장 탈진 점수가 높은 7명이 ‘탈진 집단’에, 가장 점수가 낮은 7명을 ‘비탈진 집단’에 배치 되었다. 나머지 중간 점수의 교사들은 탈진집단과 비탈진 집단의 편의적 비교를 위하여 배제되었으며 연구에 참 여한 교사들은 자신이 어느 집단에 배치되었는지 인지하지 못하였다. 두 집단은 집단 초점 면담과 개별면담에 참 여하였으며, 연구기간 동안 참여교사들은 주중에 개인 반성일지를 쓰도록 하였다. 면담법은 반구조화 면담이 연 구 질문에 기초하여 실시되었으며, 면담 질문은 Fletcher (2012)가 규명한 교사의 정체성 구성요소 6가지 요소에 (개인의 가치, 자기 효능감, 헌신적 노력, 정서 상태, 지식-기능-믿음, 그리고 관리자와의 관계) 기초하여 만들어졌 다. 연구자료 분석결과 탈진은 개인적 요소와 조직 요소간의 상호 작용에 의해 일어나며, 성과 없는 노력, 자신감 결여, 관리직과의 원활하지 못한 관계, 교사의 무거운 책무만을 강조하는 믿음, 그리고 신체활동에 대한 부정적인 태도 등이 탈진교사들의 주요 탈진원인인 것으로 나타났다. 또한, 교사의 정서 상태는 교사의 전문성 정체감과 학교생활에서 수업관리와 학생 훈육의 문제로 인해 탈진을 하는데 있어서 중요한 역할을 하는 것으로 보인다.

목차

Ⅰ. Introduction
Ⅱ. Research Method
Ⅲ. Results
Ⅳ. Discussion
References

키워드

Beginning teachersprofessional identityburnoutelementary physical education초급교사전문 정체감탈진초등체육

참고문헌 (42건)

  • Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teachr Education, 27, 308-319.
  • Avalos, B., & Aylwin, P. (2007). How young teachers experience their professional work in Chile. Teaching and Teacher Education, 23, 515-528.
  • Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs. NJ: Prentice Hall.
  • Beijaard, D., Verloop, N. & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Educaton, 16(7), 749-764.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
  • Choi, H. J. (2002). The adaptation processes to school for novice secondary school physical education teachers, Korean Pedagogical Journal of Sport. 9(2), 43-63.
  • Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31, 711-726.
  • Czerniawski, G. (2011). Emerging teachers – emerging identities: Trust and accountability in the construction of newly qualified teachers in Norway, Genmany, and England. European Journal of Teacher Education, 34, 431-447.
  • Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: SUNY Press.
  • Day, C., Kinton, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601.
  • Evers, W. J., Tomic, W., & Brouwers, A. (2004). Burnout among teachers. School Psychology International, 25(2), 131-148.
  • Fletcher, T. (2012). Experiences and identities: Pre-service elementary classroom teachers being and becoming teachers of physical education. European Physical Education Review, 18(3), 380-395.
  • Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. Journal of Educational Research, 86(1), 28.
  • Frijda, N. H., Manstead, A. S. & Bem, S. (2000). The influence of emotions on beliefs. In N. H. Frijda, A. S. R. Manstad, & S. Bem (Eds.), Emotions and beliefs: How feelings influence thoughts (pp. 144-170) Ca mbridge, England: Cambridge University Press.
  • Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.
  • Gu, Q., & Day, C. (2007). Teacher resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316.
  • Hardman, K., & Marshall, J. (2009). Second world-wide survey of school physical education: Final report. Berlin: The International Council of Sport Science and Physical Education (ICSSPE)/Conseil International Pour Education et la Science du Sport (CIEPSS).
  • Johnson, S. M., Birkeland, S., Kardos, S. M., Kauffman, D., Liu, E., & Peske, H. G. (2001, July/August). Retaining the next generation of teachers: the importance of school based support. Harvard Education Letter.
  • Kagan, D. M. (1992). Professional growth among pre-service and beginning teachers. Review of Educational Research, 62, 129-179.
  • Kelchtermans, G. (1996). Teacher vulnerability: understanding its moral and political roots. Cambridge Journal of Education, 26(3), 307-323.
  • Kim, Ee-gyeong, & Han You-kyung. (2002). Attracting, developing, and retaining effective teachers: Background report for Korea. Korean Educational Development Institute.
  • Kim, N. K. (2012). Exploring emotions experienced by secondary novice physical education teachers. Korean Pedagogical Journal of Sport. 19(3), 69-84.
  • Kvale, S. (2005). In research interviewing. Thousand Oaks, CA: Sage
  • Lasky, S. (2003). Teacher profesterview: An introduction to qualitative professional vulnerability in a context of standards based reforms. Paper presented at the annual eeting of the American Educational Research Association, Chicago, IL.
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
  • Lazarus, R. S., & Smith, C. A. (1988). Knowledge and appraisal in the cognition-emotion relationship. Cognition and Emotion, 2, 281-300.
  • Liljestrom, A., Roulston, K., & deMarrais, K. (2007). There is no place for feeing like this in the workplace: Women teachers’ anger in school settings. In P. A. Schutz & R. Pekrun (Eds.), Emotions in Education. San Diego: Elsevier.
  • Lim, S. O., & Kim, H. H. (2011). The moderating effects of professional identity on the relationship between job stress and burnout of care workers from care facilities. Journal of Korean Social Welfare Administration, 13(3), 151-176)
  • Maslach, C. (1976). Burn-out. Human Behavior, 5, 16-22.
  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of sychology, 52(1), 397.
  • Olsen, B. (2010). Teaching for success: Developing your teacher identity in today’s classroom. Boulder, CO: Paradigm Publishers.
  • Park, S., Oliver, J. ., Johmson, T., Graham, P., & Oppong, N. (2007). Colleges’ roles in the professional development of teachers: results from research study of national board certification. Teaching and Teacher Education: An International Journal of Research and studies, 23(4), 368.
  • Park, J. G., & Kim, K. W. (2013). The mediating and moderating effects of emotion and identity in the relationships between adolescent athletes’ passion and burnout. Korean Journal of Sport and Exercise Psychology, 24(1), 59-79.
  • Shin, K. H. (2003). The Maslack burnout inventory- General Survey (MBI-GS): An application in South Korea. Korean Journal of Industrial and Organizational Psychology, 16(3), 1-17.
  • Stringer, E., & Dwyer, R. (2005) Action research in human services. Upper Saddle River, NJ: Pearson Education, Inc..
  • Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57-75.
  • Yoo, S. L. (2009). A case study to have confidence of a youth tennis player. Journal of Elementary Physical Education. 15(1), 13-24.
  • Yoo, S. L. (2011). The role of self-resilience in the relationship among obecity, body-image, and depression for elementary school girls. Journal of Elementary Physical Education, 17(3), 57-71.
  • Yoo, S. L. (2012). Exploring the causes of drop-out of elementary school athletes from the self-resilience perspective. Journal of Elementary Physical Education, 18(3), 223-235.
  • Zembylas, M. (2003). Emotions and teacher identity: a post-structural perspective. Teachers and Teaching, 9(3), 213-238.
구매하기 (4,300)
장바구니
추천 연관논문