교사의 업무영역별 직무부담감 및 영향요인 분석

Abstract

The purpose of this study is to compare the workload of teachers by work area and to explore the factors influencing this workload. The study involved 2,418 teachers who participated in the "Seoul Teacher Longitudinal Study 2020". The research methods included t-tests, ANOVA, and multiple regression analysis using SPSS 29.0. The results of the study are as follows: First, teachers felt the highest workload in administrative tasks, followed by parent consultations, student guidance and counseling, teaching and evaluation, and lesson preparation. Second, differences in workload were observed based on personal background (gender, career, position, homeroom teacher status) and school background (school level, school type). Third, teachers' emotional factors were found to commonly affect the workload across all work areas. Fourth, in interpersonal tasks (student guidance and counseling, parent consultations), not only the teachers' professionalism and competence but also school background characteristics (school level, relational conflicts, student deviance) significantly influenced the workload. Fifth, the proportion of administrative tasks was found to have a significant impact on the workload. These findings suggest the necessity of tailored support that considers work areas, teacher characteristics, and school background characteristics, along with policies aimed at enhancing teachers' emotional and professional competencies and improving administrative systems, to alleviate teachers' workload.