학교조직에서 교장 리더십, 교사 자율성, 교사 갈등, 교사 소진 간의 구조적 관계: 직무요구-자원 모형의 확장을 중심으로

초록

In recent years, issues such as infringements on teachers’ rights, excessiveworkload, and declining autonomy have made teacher burnout a serious concernin Korean schools. This study examined the structural relationships amongprincipal leadership, teacher autonomy, teacher conflict, and teacher burnout,using the Job Demands–Resources (JD-R) model as the main theoreticalframework. It also tested the mediating and dual mediating effects of teacherautonomy and conflict. Data were drawn from the 2020 Seoul EducationLongitudinal Study, comprising responses from 2,418 elementary and secondaryschool teachers. Structural Equation Modeling (SEM) was performed using SPSS28.0 and Mplus 8.0, with Confirmatory Factor Analysis (CFA) and path analysisemployed to test the measurement and structural models. Results showed thatprincipal leadership positively influenced teacher autonomy, which in turnnegatively affected teacher conflict and burnout. Teacher conflict positivelyaffected burnout, and the dual mediating effects of autonomy and conflict werestatistically significant. The model demonstrated acceptable fit indices (CFI =.983, TLI = .975, RMSEA = .058). These findings empirically support the JD-Rmodel, underscoring that enhancing teacher autonomy and managing conflictseffectively are crucial for mitigating burnout. The study offers policyimplications for improving teachers’ working conditions and contributes toextending the application of the JD-R framework to teacher burnout research.

키워드