The purpose of this study was to figure out of relationships between elementary school teachers’ psychological exhaustion and school organization culture. To achieve these purpose, major research problems has set as follows.
First, how do elementar...
The purpose of this study was to figure out of relationships between elementary school teachers’ psychological exhaustion and school organization culture. To achieve these purpose, major research problems has set as follows.
First, how do elementary school teachers perceive their school organization culture and are there exist any differences by background characteristics?
Second, how do elementary school teachers perceive their psychological exhaustion and are there exist any differences by background characteristics?
Third, are there exists any relationships between school organization culture and psychological exhaustion?
To answer these questions, self-ed survey research has performed. Survey questions were edited to school organization culture(conservative culture, enterprising culture, rational culture, friendly culture) and psychological exhaustion (emotional exhaustion, dehumanization, declining sense of accomplishment).
Survey research was conducted to three hundreds of school teachers at elementary schools of Jeollabuk-do. 270 of valid answers has coded into computer, and analyzed statically. The average and standard deviations were suggested and independent t-test and one-way ANOVA were conducted. Also, Pearson’s correlation coefficients were suggested and multiple regression analysis were conducted with SPSS software.
Major findings through this study were stated as below:
First, there were significant differences by age, career(work year), class teacher or not, final level of education, school locations at school organization cultures. Teachers who’s over fifty years old age, working over twenty-one years, less than six classes, town or township location were more perceived school organization cultures as friendly, rational and enterprising. And teachers who’s not a class teacher and level of education was over graduate school completion felt that school organization cultures more friendly and enterprising. But teachers who’s under thirty years old age, working less than five years, more than thirty-six classes, city or dong located school perceived that school organization cultures more conservative culture. A class teachers and college graduates teachers felt more conservative and rational cultures.
Second, there were significant differences between sex and school locations at psychological exhaustion. Male, town and township school teachers’ exhaustion was more lower. Especially, at emotional exhaustion area, male teachers’ mean value were significantly lower than female teachers. And dehumanization area, there were significant differences by work year, final level of education, school size, location of schools. Working over twenty years, final level of education was over graduate school completion, less than six classes, town and township school teachers felt most low exhaustion, but working over ten years teachers’ were highest, and there was significant positive relationships between school size and dehumanization exhaustion. Also, there were significant differences by age, work year, class teacher or not, final level of education, school location at declining sense of accomplishment. Over fifty years old teachers, working over twenty years, schools with less than six classes felt most low exhaustion, but age under thirty years old, working less than five years felt highest level of exhaustion, and teachers who’s final level of education was over graduate school completion and town or township perceived lower exhaustion.
Third, except relationships between friendly and rational cultures, there were significant correlations between every school organization cultures. And correlations between enterprising and friendly cultures with psychological exhaustion showed negative correlations, and correlations between conservative and psychological exhaustion showed positively. There was no significant correlations between rational culture factor and psychological exhaustion.
Fourth, conservative culture factor and friendly culture factor were affecting significant effect to psychological exhaustion. Friendly culture factor was affecting negative and conservative culture factor was affecting positive to psychological exhaustion.
keywords : school organization culture, psychological burnout
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