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Analysis on the Effect of COVID-19 Stress, Job Stress, and Job Satisfaction of Special Education Teacher Who Have Taught Students with Intellectual Disabilities to Psychological Burnout

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(3), pp.29-54
  • DOI : 10.19049/JSPED.2021.22.3.02
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : August 4, 2021
  • Accepted : August 24, 2021
  • Published : September 30, 2021

Kim, Young-seok 1

1한국복지대학교

Accredited

ABSTRACT

[Purpose] The aim of this study was to analyze differences in COVID-19(COrona VIrus Disease-2019) stress, job stress, and job satisfaction depending on the characteristics of special education teachers(gender, school type, school level, and qualifications) and the effects of COVID-19 stress, job stress, and job satisfaction on psychological burnout. [Method] Survey data of 209 special education teachers who have taught students with intellectual disabilities during the COVID-19 pandemic were analyzed. Descriptive statistics, independent two-sample t-test, and one-way ANOVA were used to identify differences. And correlation analysis, multiple regression analysis, and hierarchical regression analysis were conducted to analyze the effects. [Results] First, there were significant differences in COVID-19 stress, job stress, and job satisfaction depending on the characteristics of special education teachers. Female teachers were higher in COVID-19 stress and job stress than male teachers. Special teachers in special class were higher in job stress than special teachers in special support center, and special teachers in special education support center were higher in job satisfaction than special education teachers in special class or special school. Special teachers in kindergarten were higher in COVID-stress and job satisfaction than special teachers in elementary or secondary school. Special education teachers who had qualifications(2nd) were higher in job satisfaction than special teachers who had qualifications(1st). Second, the correlations on psychological burnout were COVID-19 stress(r=0.155), job stress(r=0.649), and job satisfaction(r=-0.642), respectively. COVID-19 stress(β=0.102), job stress(β=0.396), and job satisfaction(β=-0.437) had significant effects on psychological burnout. Especially, job stress directly or indirectly affected psychological burnout mediating job satisfaction. [Conclusion] There were differences in COVID-19 stress, job stress, and job satisfaction depending on the characteristics of special education teachers, and COVID-19 stress, job stress, and job satisfaction directly or indirectly affected psychological burnout.

Citation status

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