우리나라는 이미 고령시대에 접어들어 어느 때보다 은퇴 이후의 삶이 중요하게 되었다. 본 연구의 목적은 그동안 은퇴준비와 관련하여 연구되지 않았던 현 직장에서의 직무만족도와의 관련성을 규명하고, 이들 관계에서 노후생활인식이 매개변수로 작용 하여 직무만족도에 영향을 미치는 구조를 검증하고자 하는 것이다. 본 연구는 문헌적 연구를 통한 실증적 연구를 시행하였으며, 공무원을 대상으로 은퇴준비의 하위변인인 재정·주거준비, 경제활동준비, 건강관리 등이 직무만족도에 어떠한 영향을 미치는지와 노후생활인식의 매개역할을 검증하고자 했다. 이에 따라 독립변수를 은퇴준비, 종속변수를 직무만족도, 매개변수를 노후생활인식으로 각각 설정한 후, 그 하위변인을 구성하여 서로 간의 영향 관계를 분석하였다. 연구결과, 은퇴준비, 노후생활인식, 직무만족도 간의 영향관계에서 은퇴준비는 노후 생활인식과 직무만족도에 영향을 미치는 것으로 나타났으며, 특히, 노후생활인식은 은 퇴준비와 직무만족도와의 영향 관계에서 매개역할을 하는 것으로 검증되었다.

Since a free-learning semester has been introduced to middle school curriculum, interest in career experience programs has increased. To respond to this new demand, we developed a continuous agriculture-related career experience program linked with STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and we examined the program’s effects on the job awareness of middle school students. The program was conducted from April 8, 2015 to June 24, 2015, and consisted of 12 classes. The direct experience subprogram was based on 13 different horticultural activities that reflect producing (nine programs), cooking (two programs), and sales (two programs) of horticultural produces. For the indirect experience subprogram, we preliminarily selected 10 representative agricultural jobs, and based on the keywords analyzed from 7 direct experience programs, we chose to introduce seven jobs to the students by videos and the three others by written material. We then investigated the effect of introductory videos on job interest, understanding, and preference by the students. We found that the student’s interest, understanding, and preference regarding each job were significantly improved when direct experience and video watching were combined. Career awareness was improved for gardener (47.0%), nursery grower (42.0%), rural extension official (31.1%), eco-friendly farm material developer (30.9%), agricultural research official (23.4%), plant doctor (19.8%), and agricultural wholesale distribution experts (9.3%). Conclusively, it is expected that career experience programs have the greatest effect on students when both interest in the job and participation on direct experiences are encouraged.