Job Identity and Job Stress on Elementary School Health Teachers.
10.12799/jkachn.2010.21.3.341
- Author:
Jina OH
1
;
Jin Ok KWON
Author Information
1. Department of Nursing, Inje University, Korea. ohJina@inJe.ac.kr
- Publication Type:Original Article
- Keywords:
School health;
Occupation;
Social identification;
Psychological stress
- MeSH:
Busan;
Education;
Humans;
Job Satisfaction;
Nursing;
Occupations;
Reward;
School Health Services*;
Social Identification;
Stress, Psychological
- From:Journal of Korean Academy of Community Health Nursing
2010;21(3):341-350
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study was to contribute to enhancing elementary school health teachers professional job performance by analyzing their job identity and job stress. METHODS: The participants were 138 elementary school health teachers registered at the Busan Metropolitan City Office of Education, and the survey was conducted from the 22nd to 23rd of July, 2010. The collected data were analyzed by percentile, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression using the SPSS/WIN 17.0 program. RESULTS: The average percentiles of job identity and job stress were 70.6 and 64.0 respectively. Among the sub-factors of job identity, autonomy was highest as 73.5, and among the sub-factors of job stress, job demand was highest as 73.9. There were significant differences in the degree of job identity and job stress according to education status, the number of classes, job satisfaction, enthusiasm for work, and the image of nursing teachers expressed in a word. The regression model explained 21.2% of the variance of job identity. job stress explained 32.0% of the variance. CONCLUSION: It is important to develop various comprehensive programs for improving job identity and managing job stress. In addition, it is necessary to provide support systems including persons, promotion and rewards to school health teachers.
