Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp DOI: * Relationship among

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1 Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp DOI: * Relationship among Burnout, Collective Teacher Efficacy, and Job Satisfaction of Teachers in Special Schools Purpose: This study aimed to examine the relationship among burnout, collective teacher efficacy. and job satisfaction of teachers in special schools and the effects of the variables after controlling the effects of demographic variables such as sex, age, career etc. Method: A total of 103 responses were collected from 9 special schools in B city. All the respondents completed the measure of burnout, collective teacher efficacy, and job satisfaction. The collected data were analyzed by correlation and regression analyses. Results: First, significantly negative correlations were found between the burnout and the collective teacher efficacy and also between the burnout and the job satisfaction. However, a significantly positive correlation was found between the collective teacher efficacy and the job satisfaction. Second, the collective teacher efficacy and the burnout predicted the special education teachers' job satisfaction. However, no interaction effects of the two variables on the job satisfaction were identified in this study. Conclusion: The findings suggest that it is necessary to find the ways to cultivate the collective teacher efficacy and to reduce the psychological burnout of special education teachers working in special schools. Key words : special school teachers, burnout, collective teacher efficacy, job satisfaction *. Corresponding Author: Kim, Jakyoung. Pusan National University, Dept. of Special Education, Geumjeong-gu, Busan, Korea, jakyoung@pusan.ac.kr

2 ..,,,, (Bullough, 2011; Day & Qing, 2009)..,, (,, 2006;,,, 2003;,,, 2009).,. Stempian Loeb(2002),.., (Emery & Vanderberg, 2010). 68% (Morvant, Gersten, Gillman, Keating, & Blake, 1995)...,,. (,, 2006). (Hakanen, Bakker, & Schaufeli, 2006). (Day & Qing, 2009; Skaalvik & Skaalvik, 2007). (,, 2012),. (burnout),, (Maslach & Jackson, 1981).,,

3 (,,,, 2006; Maslach & Jackson, 1981).. (Van Maele & Van Houtte, 2014). (Maslach, Schaufeli, & Leiter, 2001). (Gersten, Keating, Yovanoff, & Harniss, 2001; McLeskey, Tyler, & Flippin, 2004),,.., (Burley, Hall, Villeme, & Brockmeier, 1991). (,,,, 2010; Egyed & Short, 2006),., (Emery & Vanderberg, 2010).,. (collective teacher efficacy) Bandura. (,, 2017; Goddard, Hoy, & Hoy, 2000).,. (Lim & Eo, 2014), (Goddard, Hoy, & Hoy, 2000). (Goddard, 2001), (Little & Madigan, 1997, Goddard, Hoy, & Hoy, 2004 ). (,,, 2017)., (,, 2015). (, 2009;,, 2016;,,, 2011), (,,, 2013;, 2013;,, 2003), (,, 2016).,.,

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5 ( ) n % ) 심리적소진척도 Maslach Jackson(1981) Maslach Burnout Inventory(MBI) (2002) (< -2> ). MBI 22 9, 5, Likert (0= 6= ),. Cronbach s.91. Cronbach s 1, 2, 3, 6, 8, 13, 14, 16, , 10, 11, 15, *, 7 *, 9 *, 12 * 18 *, 19 *, 21 * *. 2) 집단적교사효능감척도 Goddard, Hoy Hoy(2000)

6 Collective Teacher Efficacy Scale(CES) (< -3> ) Likert (1= 5= ) CES 10 11, 21, (,, 2004).,,. CEC 5 (1= 5= ),. Cronbach s.84. Cronbach s 1, 2, 3, 4, 5 *, 6 *, 7 *, 8, 9, *. 3) 직무만족척도 (2001) (Teacher Job Satisfaction Questionnaire, TJSQ) (< -4> ). 5 Likert (1= 5= ), 7 :,,,,,,. 4 28,. Cronbach s.91.

7 *. Cronbach s 6, 13, 20, *, 12 *, 19 *, 26 * , 8, 15, 22 * , 14, 21, , 10, 17, , 9, 16, , 11, 18, 25 * , SPSS win 22.0.,,,.,..,, < -1>. (r=-.25, p<.01), (r=-.71, p<.001).. (r=.39, p<.001),.

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14 , (2003) Betoret, F. D. (2006). Stressor, self-efficacy, coping strategies, and burnout among secondary school teachers in Spain. Educational Psychology, 26, Bullough, R. V. (2011). Hope, happiness, teaching and learning. In C. Day & C. K. Lee (Eds.). New understanding of teacher's work. Professional learning and development in schools and higher education (pp ). New York: Springers. Burley, W. W., Hall, B. W., Villeme, M. G., & Brockmeier, L. L. (1991). A path analysis of the mediating role of efficacy in first-year teachers' experiences, reactions, and plans. Presented at the annual meeting of American educational research association in Chicago. Day, C., & Qing, G. (2009). Teacher emotions: Wellbeing and effectiveness. In P. A. Schutz & Z. Michalinos (Eds.). Advances in teacher emotion research: The impact on teachers' lives (pp ). New York: Springer-Verlag. Emery, D. W., & Vanderberg, B. (2010). Special education teacher burnout and ACT. International Journal of Special Education, 25(3), Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27(4), Gersten, R., Keating, T., Yovanoff, R., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators' intent to stay. Exceptional Children, 67, Goddard, R. D. (2001). Collective efficacy: A neglected construct in thee study of schools and student achievement. Journal of Educational Psychology, 93(3), Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103, Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78, Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, Lim, S., & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers'

15 perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, McLeskey, J., Tyler, N. C., & Flippin, S. S. (2004). The supply of and demand for special education teachers: A review of research regarding the chronic shortage of special education teachers. The Journal of Special Education, 38(1), Maele, D. V., & Houtte, M. V. (2014). Trust in school: A pathway to inhibit teacher burnout? Journal of Educational Administration, 53(1), Maslach, C., & Jackson, S. E. (1981). Maslach Burnout Inventory manual. Mountain View, CA: Consulting Psychologists Press. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), Morvant, M., Gersten, R., Gillman, J., Keating, T., & Blake, G. (1995). Attrition/Retention of urban special education teachers: Multi-faceted research and strategic action planning. Final performance report, Volume 1 (ERIC Document Reproduction Service No. ED338154). Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), Stempian, L., & Loeb, R. (2002). Differences in job satisfaction between general education and special education teachers. Remedial and Special Education, 23, Van Maele, D., & Van Houtte, M. (2014). Trust in school: A pathway to inhibit teacher burnout? Journal of Educational Administration, 53(1), : / : / :

16 , :,. : B, :,,,,.,, 1, 19%. 2 27%. 3, 61%.,. :.

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