코로나19 전후 초등교사의 직무요구와 소진의 관계

Abstract

Objectives This study attempted to clarify the relationship between job demand and teacher burnout of elementary school teachers before and after COVID-19, and moderating effect of the school organizational climate.
 Methods Data was collected to 250 elementary school homeroom teachers in Seoul, Incheon, and Gyeonggi, who worked on an on-off parallel curriculum since the second stage of social distancing was implemented due to COVID-19. First, descriptive statistical analysis of the measuring variables was performed, and correlation analysis was conducted to see the relevance between the variables each of the variables. Second, a series of independent t-tests was conducted to see if there was a difference before and after COVID-19 for each variable. Third, Process Macro was used to analyze the moderating effect of the school organizational climate in the effect of job demand on teacher burnout.
 Results Results are as follows: First, it was revealed that after COVID-19, job demands and teacher burnout increased slightly compared to before COVID-19, while after COVID-19, the school climate deteriorated slightly compared to before that. Second, it was found that the job demands of elementary school teachers before COVID-19 had a negative correlation with the school organizational climate, and a positive correlation with teacher burnout, and the same results after COVID-19. Third, the school organizational climate had a moderating effect in the relationship between job demands and teacher burnout of elementary school teachers before COVID-19, but it had no a moderating effect after COVID-19.
 Conclusions We discuss support system for elementary school teachers to alleviate and prevent burnout in crisis situations such as COVID-19, limitations of this study, and suggestions for follow-up studies.