디지털 수업에서 교사의 몰입–스트레스 프로파일이 직무정서에 미치는 차이

초록

This study advances understanding of teachers’ affective experiences in digital instruction by examining the combined patterns of engagement and stress. A survey of 490 secondary school teachers was analyzed using latent profile analysis to identify distinct affective profiles. Differences in job-related affect—job satisfaction, professional confidence, and occupational happiness—were tested with the BCH method, and predictors were examined via multinomial logistic regression. Four profiles emerged—Exhausted, Vigor-Depleted, Stable, and Highly Engaged—with significant differences across outcomes. The Exhausted profile showed the lowest levels of job-related affect. School digital readiness significantly predicted a higher likelihood of belonging to the Vigor-Depleted profile relative to the Exhausted profile.

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