[ABSTRACT]
An Analysis on the Relationship between Childcare Teachers’ MBTI Personality Type Test and Job Stress in Teaching
Jeongeun Seo
The purpose of this study is to analyze MBTI Personality Types of childcare teachers and their job st...
[ABSTRACT]
An Analysis on the Relationship between Childcare Teachers’ MBTI Personality Type Test and Job Stress in Teaching
Jeongeun Seo
The purpose of this study is to analyze MBTI Personality Types of childcare teachers and their job stress in teaching based on the background variables, with a view to examine the influence of the personality type on the job stress in teaching suffered by childcare teachers.
The study questions included, firstly, the correlation between the MBTI personality types and background variables of childcare teachers (age, education, experience, marital status, types of the institution, and license types. The second study question was to examine the difference in terms of the job stress variables by background variables (age, education, marital status, types of the institution, and lice types,) while the third was to examine the relationship between the preference indicators in MBTI personality types and job stress variables. For this study, 202 childcare teachers who were working for childcare facilities and institutions located in Iksan-si and Wanju-gun, Jeonbuk, were selected as samples, on whom Korean version of MBTI personality test kit type M (Jeongtaek Kim & Hyesuk Shim, 1990) was used. The sub factors of job stress in teaching included 1) role conflict, 2) teaching and learning activity preparations, 3) interpersonal relationship 4) infant guidance, 5) personal factors, and 6) administrative supports. The job stress survey questionnaire was prepared by re-adjusting the job stress measurement questionnaire for teachers developed by Clark (1981) and modified by D, Artenzo et al. (1981) to ensure relevancy with childcare teachers. Each questionnaire form contained 34 questions using Likert’s 5-point scale which reflected the intensity of the job stress in teaching.
The data from the study was analyzed using SPSS 21.0 software for its reliability, frequency, percentage, x2 (Chi-Square test) outcomes, t-test, and ANOVA. The result of the study showed that, of MBTI personality types (extroversion/ introversion type, sensing/intuition type, thinking/feeing type, judging/perceiving type), ESFJ showed the highest ratio, while SF was the highest in function and SJ in traits.
The result of the analysis on the differences in personality types of childcare teachers by background variables showed that the age, types of the childcare facility, and education caused significant differences. The age caused a significant difference between the sensing type and intuition type. Age the subject got older, the ratio of S types also increased. The types of the facility also caused statistically significant differences between S types and N types. It turned out that more teachers in private childcare facilities were of N types compared to households, social welfare foundations, public childcare institutes, and other childcare centers. Education turned out to cause a significant difference between the judging type and perceiving type. That is, the teachers with college diplomas had higher tendency of being P types compared to other teachers with high school, university, and graduate school level education. The functions showed significant differences in terms of the types of the facility and availability of certifications (or licenses.) In terms of the types of the childcare facilities, public, household, social welfare foundations, private, and other types of childcare institutions commonly showed a high proportion of ST type. The rest (2nd level childcare teacher, 1st level childcare teacher, 2nd level regular kindergarten teachers) showed a high proportion of SF types. The analysis of the relationship between job stress in teaching and background variables showed that the age, marital status, types of the childcare facility, and experience appeared to have statistically significant influences. As for the age, teachers aged 31 to 35 were under more stress compared to teachers who were 36 to 40. The teachers who were 46 or older showed the lowest stress level of all. In terms of marital status, married teachers tend to be under more job stress compared to single ones. Teachers in public childcare centers were under the highest level of job stress, especially in terms of role conflicts, teaching and learning preparation, and personal factors compared to teachers in household, private, social welfare foundations, and other types of childcare facilities. By the experience, teachers with 2 to 3 years and 3 to 4 years of experience showed a higher level of stress compared to teachers with under 1 year, 1 to 2 years, and 4 to 5 years of experience.
The result of the analysis on job stress of the childcare teachers by their personality types showed that extraversion/introversion types and sensing/intuition types showed significant differences in terms of interpersonal relationships, which was one of sub-factors. In terms of extraversion/introversion types, the introversion types were under more stress compared to teachers of extraversion type. Between sensing and intuition types, the intuition types were under a higher level of job stress compared to those of sensing type.
The job stress suffered by childcare teachers can have a significant impact on the quality of interactions between the teacher and the children. It is believed that the findings in this study could be used as the basic data in developing the ability to cope with job stress wisely for childcare teachers and guide them to form a positive relationship with their children.
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