초등교사의 스트레스 대처방식과 소진의 관계에 대한 학생문제행동 지각의 매개효과
The Relationship between Stress Coping Style and Burnout in Elementary School Teachers : Mediating Effect of Teacher's Perception of Student's Problematic Behavior
Teachers' burn-out has been an issue in society and teacher's stress coping style is suggested as a factor to influence on burn-out. This study hypothesized that teacher's perception of student's problematic behavior may mediate the relationship between teacher's stress coping style and burnout in teachers of elementary school. To investigate the hypotheses, questionnaires of stress coping style, perception of student's problematic behavior, and burnout were completed by 304 elementary school teachers and analysed using SPSS Macro program and AMOS program. The result showed that problem-focused coping reduced burn-out both directly and indirectly through perception of student's problematic behavior. Social support seeking and emotional relief coping directly increased burn-out and had no influence on the perception of student's problematic behavior. Wishful thinking coping had no significant effect on both the perception of student's problematic behavior and burn-out. The result implies high problem-focused coping and low social support seeking and emotion relief coping of elementary school teachers influence on low burn-out. Plus, this study implies high problem-focused coping influences on low perception of student's problematic behavior, and thus reduces burn-out.
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