유아교사의 전문성 인식과 직무만족도가 교사효능감에 미치는 영향

김일영 韓國外國語大學校 敎育大學院 2021 국내석사

In this study, the following research questions were set up to analyze the relationship between early childhood teacher’s perception of professionalism, job satisfaction and teacher efficacy and to find out the effects of early childhood teachers’ perception of professionalism and job satisfaction on teacher efficacy. Research question 1: What is the effect of early childhood teachers’ perception of professionalism on teacher efficacy? 1-1. What is the effect of early childhood teachers’ perception of professionalism on teacher efficacy? 1-2. What is the effect of early childhood teachers’ job satisfaction on teacher efficacy? 1-3. What is the effect of early childhood teachers’ perception of professionalism and job satisfaction on teacher efficacy? This study was conducted as an online questionnaire using Google link for 7 days from October 10 to October 16, 2020 on 300 early childhood teachers working at early childhood education institutions nationwide. Among them, 290 questionnaires were answered, 18 questionnaires that are unusable due to missing or insincere responses were excluded and remaining 272 questionnaires were utilized for the analysis of the final results. For data analysis of this study, statistics program SPSS 25.0 was used. Frequency analysis was performed to look into general characteristics of study subjects and to calculate frequency and percentage (%). Descriptive statistical values including averages and standard deviations of early childhood teachers’ perception of professionalism, job satisfaction and teacher efficacy were found and reliability analysis (Cronbach’s α) was performed to find out the reliability of the study tools. Pearson’s correlation analysis was performed to analyze the relationship between early childhood teachers’ perception of professionalism, job satisfaction and teacher efficacy, and simple and multiple regression analyses were performed to find out the effects of perception of professionalism and job satisfaction on teacher efficacy. The results of the study can be summarized as follows: First, correlation analysis of early childhood teachers’ perception of professionalism, job satisfaction and teacher efficacy confirmed that there was significant static correlation between each variable. Second, analysis on effects of early childhood teachers’ perception of professionalism on teacher efficacy showed that perception of professionalism had a significant effect on teacher efficacy, and among the subfactors of perception of professionalism, it appeared that professional knowledge and technical demand had the greatest influence. Third, analysis of early childhood teachers’ job satisfaction on teacher efficacy showed that job satisfaction had a significant effect on teacher efficacy, and among the subfactors of job satisfaction, it appeared that relationship with children had the greatest influence. Fourth, analysis of early childhood teachers’ perception of professionalism and job satisfaction showed that the perception of professionalism had a significant effect on teacher efficacy. Also, professionalism of job which is the one of subfactors of perception of professionalism, relationship with the child which is the one of subfactors of job satisfaction apprared that they have a large effect for the theacher efficacy. These findings indicate that early childhood teachers’ perception of professionalism and job satisfaction are important variables that affect teacher efficacy and that the higher the early childhood teachers’ perception of professionalism and job satisfaction, the higher the teacher efficacy. It is anticipated that the results of this study will be able to provide basic information and educational implications necessary for development of teacher education programs on early childhood teachers’ perception of professionalism, job satisfaction and teacher efficacy. 본 연구는 유아교사의 전문성 인식과 직무만족도, 그리고 교사효능감 간의 관계를 분석하고, 유아교사의 전문성 인식과 직무만족도가 교사효능감에 미치는 영향을 알아보기 위해 다음과 같은 연구문제를 설정하였다. 연구문제 1 : 유아교사의 전문성 인식과 직무만족도가 교사효능감에 미치는 영향은 어떠한가? 1-1. 유아교사의 전문성 인식이 교사효능감에 미치는 영향은 어떠한가? 1-2. 유아교사의 직무만족도가 교사효능감에 미치는 영향은 어떠한가? 1-3. 유아교사의 전문성 인식과 직무만족도가 교사효능감에 미치는 영향은 어떠한가? 본 연구는 전국의 유아교육기관에 근무 중인 유아교사 300명을 대상으로 2020년 10월10일부터 2020년 10월16일까지 7일 동안 구글 링크를 사용한 온라인 설문조사로 실시되었다. 그 중 290부의 설문지가 회수되었으며, 문항이 누락되거나 불성실한 응답으로 사용할 수 없는 설문지 18부를 제외한 나머지 272부를 최종 결과 분석에 활용하였다. 본 연구의 자료 분석을 위해 통계 프로그램 SPSS 25.0을 사용하였고, 연구 대상자의 일반적 특성을 알아보고 빈도와 백분율(%)을 산출하기 위해 빈도분석을 실시하였다. 유아교사의 전문성 인식, 직무만족도, 교사효능감의 평균과 표준편차 등 기술통계치를 산출하였으며, 연구 도구의 신뢰도를 알아보기 위해 신뢰도분석(Cronbach's α)을 실시하였다. 유아교사의 전문성 인식, 직무만족도, 교사효능감 간의 관계를 분석하기 위해 pearson의 상관분석을 실시하였고, 전문성 인식과 직무만족도가 교사효능감에 미치는 영향을 알아보기 위해 단순회귀분석과 중다회귀분석을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 유아교사의 전문성 인식과 직무만족도, 교사효능감 간의 상관을 분석해본 결과 각 변인들 간에 유의미한 정적상관이 있는 것으로 확인되었다. 둘째, 유아교사의 전문성 인식이 교사효능감에 미치는 영향을 분석해본 결과 유아교사의 전문성 인식은 교사효능감에 유의미한 영향을 미치며, 전문성 인식의 하위요인 중에서는 전문적 지식과 기술요구가 가장 큰 영향력을 미치는 것으로 나타났다. 셋째, 유아교사의 직무만족도가 교사효능감에 미치는 영향을 분석해본 결과 유아교사의 직무만족도는 교사효능감에 유의미한 영향을 미치며, 직무만족도의 하위요인 중에서는 아동과의 관계가 가장 큰 영향력을 미치는 것으로 나타났다. 넷째, 유아교사의 전문성 인식과 직무만족도가 교사효능감에 미치는 영향을 분석해본 결과 유아교사의 전문성 인식은 교사효능감에 유의미한 영향을 미치며, 전문성 인식의 하위요인 중에서는 직업전문성이, 직무만족도의 하위요인 중에서는 아동과의 관계가 가장 큰 영향력을 미치는 것으로 나타났다. 이러한 연구결과는 유아교사의 전문성 인식과 직무만족도는 교사효능감에 영향을 미치는 주요한 변인으로 유아교사의 전문성 인식과 직무만족도가 높을수록 교사효능감이 높아진다는 것을 의미하며, 본 연구의 결과는 유아교사의 전문성 인식, 직무만족도, 교사효능감 관련 교사교육 프로그램 개발에 필요한 기초 정보와 교육적인 시사점을 제공할 수 있을 것이라 기대한다.

영유아교사의 수업역량이 직무만족에 미치는 영향 : 영유아-교사의 상호작용과 놀이지원역량의 순차적 매개효과

목민숙 강남대학교 일반대학원 2023 국내박사

The purpose of this study was to confirm how the interaction and play support competency early childhood-teacher affect the relationship between teaching competency and job satisfaction of early childhood-teacher. In order to achieve this research purpose, the following research questions were selected. 1. Do teaching capabilities, early childhood-teacher interaction, and play support competency on job satisfaction? 2. What is the mediating effect of early childhood-teacher interaction and play support competency in the relationship between class competency and job satisfaction? 3. What is the sequential mediating effect of early childhood-teacher interaction and play support competency in the relationship between class competency and job satisfaction? In order to empirically confirm these research problems, data were collected and analyzed for a total of 230 daycare center teachers located in Gyeonggi-do. Data was collected using a web-based electronic questionnaire (Google questionnaire), and the collected data were analyzed using the IBM SPSS V 25.0 program and PROCESS Macro V 4.2. The results of this study are as follows. First, it was found that instructional competency, early childhood-teacher interaction, and play support competency had an effect on job satisfaction. Second, it was found that early childhood-teacher interaction and play support competency play a mediating role in the relationship between instructional competency and job satisfaction. It was found that the early childhood-teacher interaction and play support competency partially mediated the relationship between instructional competency and job satisfaction, respectively, thereby increasing job satisfaction. Third, in the relationship between instructional competency and job satisfaction, it was found that early childhood-teacher interaction plays a sequential mediating role through play support competency. The implications of this study are as follows. First, as a result of analyzing the effect of sub-factors of instructional competency on job satisfaction, it was confirmed that class improvement efforts, instructional goals, and instructional design had a positive effect on job satisfaction, and among the sub-factors of early childhood-teacher interaction, emotional interaction had a significant effect on job satisfaction, and play support beliefs and sensitivity, which are sub-factors of play support competency, had a significant effect on job satisfaction, increasing job satisfaction. Second, it was found that the interaction between infants and teachers and play support competency were partially mediated in the relationship between instructional competency and job satisfaction, and the causal relationship between variables was empirically confirmed. Third, it was confirmed that the early childhood-teacher interaction increased job satisfaction through play support competency in the relationship between instructional competency and job satisfaction. In conclusion, early childhood teachers' job satisfaction may vary depending on their success in class execution skills, feel value and reward for their job, and have a stable emotion on their own. In this way, teachers' teaching competencies not only directly affect job satisfaction, but also indirectly through infant-teacher interaction and play support capabilities. In addition, job satisfaction, a dependent variable, was influenced by the physical and social environment such as relationships with the director and colleagues, working conditions and environment, remuneration and promotion. The importance of instructional competencies, infant-teacher interactions, and play support competencies that directly affect the instructional activities of early childhood teachers was confirmed. 본 연구는 영유아교사의 수업역량과 직무만족의 관계에서 영유아-교사 상호작용과 놀이지원역량이 어떤 영향을 미치는지 확인하고자 하였다. 이러한 연구목적을 달성하기 위하여 다음과 같은 연구문제를 선정하였다. 연구문제 1. 수업역량과 영유아-교사 상호작용, 놀이지원역량은 직무만족에 영향을 미치는가? 연구문제 2. 수업역량과 직무만족의 관계에서 영유아-교사 상호작용과 놀이지원역량의 매개효과는 어떠한가? 연구문제 3. 수업역량과 직무만족의 관계에서 영유아-교사 상호작용과 놀이지원역량의 순차적 매개효과는 어떠한가? 이러한 연구문제를 경험적으로 확인하기 위해 경기도에 소재한 어린이집 교사 총 230명을 대상으로 자료를 수집하여 분석하였다. 자료수집은 웹기반 전자설문(구글 설문지) 방식으로 하였으며, 수집된 자료는 IBM SPSS V 25.0 프로그램과 PROCESS Macro V 4.2 프로그램을 활용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 수업역량과 영유아-교사 상호작용, 놀이지원역량이 직무만족에 영향을 미치는 것으로 나타났다. 둘째, 수업역량과 직무만족 관계에서 영유아-교사 상호작용과 놀이지원역량은 매개역할을 하는 것으로 나타났다. 수업역량과 직무만족 관계를 영유아-교사 상호작용과 놀이지원역량이 각각 부분 매개하여 직무만족을 증가시키는 것으로 나타났다. 셋째, 수업역량과 직무만족 관계에서 영유아-교사 상호작용은 놀이지원역량을 통해 순차적인 매개역할을 하는 것으로 나타났다. 본 연구결과의 시사점은 다음과 같다. 첫째, 수업역량의 하위요인이 직무만족에 미치는 영향을 분석한 결과, 수업개선 노력과 수업목표, 수업설계가 직무만족에 정적인 영향을 미쳐 직무만족을 증가시키는 것으로 확인되었으며, 영유아-교사 상호작용의 하위요인 중에서는 정서적 상호작용이 직무만족에 유의미한 영향을 미쳤고, 놀이지원역량의 하위요인인 놀이지원 신념과 놀이지원 감수성이 직무만족에 유의미한 영향을 미쳐 직무만족을 증가시키는 것으로 확인되었다. 둘째, 수업역량과 직무만족 관계에서 영유아-교사의 상호작용과 놀이지원역량은 부분 매개하는 것으로 나타나 변인 간의 인과관계가 경험적으로 확인되었다. 셋째, 수업역량과 직무만족 관계에서 영유아-교사 상호작용이 놀이지원역량을 통해 직무만족을 증가시키는 것으로 확인되었다. 결론적으로 영유아교사는 자신의 수업실행 능력 성공 여부에 따라 직무만족이 달라질 수 있으며, 직무에 대한 가치와 보람을 느끼고 교사 스스로 안정적인 정서를 갖게 된다. 이처럼 교사의 수업역량은 직무만족에 직접적인 영향을 줄 뿐만 아니라, 영유아-교사 상호작용과 놀이지원역량을 거쳐 간접적인 영향을 주기도 한다. 또한, 종속변인인 직무만족은 원장, 동료와의 관계, 근무조건과 환경, 보수와 승진 등의 물리적·사회적 환경의 영향을 받았다. 영유아 교사의 수업활동에 직접적인 영향을 주는 수업역량, 영유아-교사 상호작용, 놀이지원역량의 중요성을 확인하게 되었다.

유아교사의 직무스트레스, 소진, 그릿의 관계 연구

정수경 전북대학교 교육대학원 2023 국내석사

This study investigates the differences in job stress, burnout, and grit according to early childhood teachers’ background characteristics and examines whether grit has a mediating effect by analyzing the relationship between the variables. Accordingly, the research questions are as follows. First, what are the differences in job stress, grit, and burnout according to early childhood teachers’ background characteristics? Second, what is the relationship between job stress, grit, and burnout in early childhood teachers? Third, what is the mediating effect of grit in the relationship between burnout and job stress of early childhood teachers? This study was conducted on 340 early childhood teachers at early childhood education institutions located in Jeollabuk-do from September 29 to October 2, 2022. Out of a total of 350 copies of the Naver online survey conducted, 340 copies (97.14%) were used for the final analysis after excluding 10 copies with insincere responses. The data collected were analyzed using descriptive statistics, t-test, analysis of variance, reliability analysis, correlation analysis, multiple regression analysis, and the Sobel test. This study’s results are as follows. First, regarding the difference in job stress according to early childhood teachers’ background characteristics, showed no significant difference based on age, marital status, major, work experience, and type of institution. However, a significant difference was found based on education level. As for the difference in grit, there was no significant difference based on major, however, there was a significant difference according to age, marital status, education level, work experience, and type of institution. Considering the difference in burnout, there was no significant difference according to the type of work institution, but there was a significant difference based on age, marital status, major, education level, and work experience. Second, as a result of examining the relationship between early childhood teachers’ job stress, grit, and burnout, there was a significant positive correlation between sub-variables of job stress and burnout, whereas the sub-variables of job stress and burnout showed a significant negative correlation with grit. Third, as a result of verifying the mediating effect of grit in the relationship between early childhood teachers’ burnout and job stress, it was found that grit had an effect on job stress and burnout and thus has a partial mediating effect. This indicates that grit can reduce the burnout of early childhood teachers, and lower job stress leads to lower burnout, thereby increasing the mediating effect of grit. This study verified the factors related to early childhood teachers’ burnout under poor working conditions due to the nature of their job and identified the mediating effect of grit in the relationship between burnout and job stress. Therefore, this study has significance in laying the groundwork for the development of programs to reduce burnout among early childhood teachers.

유아교사의 자아탄력성 및 교사효능감이 직무만족도에 미치는 영향

김지영 수원대학교 2024 국내석사

This study aims to investigate the influence of early childhood teachers' self-resilience and teacher efficacy on job satisfaction. In accordance with the study's objectives, the following research questions have been formulated: 1. What are the general trends in self-resilience, teacher efficacy, and job satisfaction of early childhood teachers? 2. How do trends in self-resilience, teacher efficacy, and job satisfaction vary among early childhood teachers based on their general background? 3. What is the correlation between self-resilience, teacher efficacy, and job satisfaction among early childhood teachers? 4. How do trends in self-resilience and teacher efficacy of early childhood teachers influence job satisfaction? To investigate this, a study was conducted targeting a total of 324 lead teachers, ranging from 3 to 5 years old, working in early childhood education institutions in the Seoul and Gyeonggi Province metropolitan area. The following four research tools were utilized for the study. First, a survey consisting of five questions was conducted to ascertain the general background of early childhood teachers. Second, a set of 26 questions was utilized to assess the self-resilience of early childhood educators. Third, a tool consisting of 23 questions was employed to assess teacher efficacy. Lastly, the job satisfaction of early childhood educators was measured using a tool comprised of 40 questions, utilizing the Korean Childcare Teacher's Job Satisfaction Scale. The data collected in this study were analyzed using SPSS 26.0, employing frequency analysis, descriptive statistics, reliability verification, t-tests, ANOVA, and post-hoc testing (Scheffé). Additionally, Pearson correlation analysis and multiple regression analysis were conducted. Summarizing the analysis results based on the research questions, the following findings were obtained. First, upon examining the general trends of early childhood teachers' self-resilience, the results indicated that teachers generally perceive their self-resilience, teacher’s efficacy, and job satisfaction at high levels. The differences in mean scores across sub-factors were not significant, suggesting that each factor interacts with others. Second, when considering general backgrounds, younger early childhood educators tend to report higher job satisfaction. Additionally, job satisfaction increases with greater professional experience, and those with higher educational degrees, particularly advanced degrees, exhibit higher levels of job satisfaction. Third, there was a statistically significant positive correlation between the self-resilience and teacher efficacy of early childhood teachers and job satisfaction. These variables exhibited a strong interrelationship, with some meaningful effects observed for certain sub-factors. Fourth, the study on the impact of self-resilience and teacher efficacy on job satisfaction among early childhood teachers revealed that both factors significantly influence job satisfaction. Among the sub-factors of self-resilience, 'positivity' and 'control' were found to have significant effects on job satisfaction, while among the sub-factors of teacher efficacy, 'sense of purpose' was identified as having a significant impact on job satisfaction. Therefore, this study holds significance by examining the impact of self-resilience and teacher efficacy on job satisfaction among early childhood teachers. Through this, it becomes evident that the job satisfaction of early childhood educators directly influences the growth and development of young children. Consequently, legal, institutional, and policy support is necessary to enhance job satisfaction. Building upon the research findings, programs and diverse support systems aimed at improving the self-resilience and teacher efficacy of early childhood teachers are expected to contribute to enhanced job satisfaction through positive job performance, ultimately leading to qualitative improvements in education and childcare.

유아교사의 자기결정성과 사회적 지지가 디지털 역량에 미치는 영향

홍현정 강릉원주대학교 교육대학원 2024 국내석사

This study aims to explore the effects of early childhood teachers’ self-determination and social support on their digital competence. Through this, the study seeks to provide implications for enhancing the digital competence of pre-service and in-service early childhood teachers. According to this purpose, research questions were established as follows: 1. What are the general trends of self-determination, social support, and digital competence according to the individual variables of early childhood teachers? 2. What are the correlations among self-determination, social support, and digital competence in early childhood teachers? 3. What are the effects of self-determination and social support on the digital competence of early childhood teachers? To address these questions, prior studies on early childhood teachers' digital competence were reviewed, and a preliminary survey was conducted to finalize the questionnaire. The survey was then administered to 300 in-service early childhood teachers, with 239 valid responses used for analysis. The collected data were analyzed using SPSS 23.0. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were calculated, and reliability analysis was conducted. Independent sample t-test, one-way ANOVA, and Duncan’s post hoc tests were performed to examine differences in self-determination, social support, and digital competence based on general background variables (e.g., type of work institution, age, educational background, teaching experience, and participation in technology-related training). Pearson’s correlation analysis was conducted to explore the relationships among self-determination, social support, and digital competence, while stepwise regression analysis was used to examine the effects of self-determination and social support on digital competence. The results of the study are summarized as follows: First, significant differences were found in part of self-determination, social support, and digital competence based on the general background of early childhood teachers. Self-determination varied by type of work institution, age, and educational background, while social support showed differences by age. Digital competence varied by type of work institution, age, educational background, teaching experience, and technology-related training experience. Second, positive correlations were observed among most aspects of self-determination, social support, and digital competence. Third, self-determination and social support were found to partially influence digital competence. Specifically, self-determination and out-of-preschool social support positively influenced digital competence. Among the subfactor, competence, out-of-preschool informational support, and out-of-preschool emotional support had positive effects, while in-preschool emotional support had a negative effect. Regarding the subfactor of digital competence, self-determination and out-of-preschool social support positively influenced digital citizenship, digital thinking ability, and the digital content production and platform utilization. On the other hand, in-preschool social support positively influenced digital pedagogy. Based on these findings, measures to increase self-determination and strengthen social support were discussed to strengthen the digital competence of early childhood teachers. It was emphasized that early childhood education feild should create an environment where teachers can autonomously plan educational activities, feel competent, and foster positive relationships. And for pre-service early childhood teacher education, adopting learning methods that promote autonomy was suggested. Additionally, ensuring that early childhood teachers can spend sufficient time with family and friends to maintain close relationships and psychological stability was highlighted. Lastly, further in-depth research on how in-preschool emotional support can be applied positively to early childhood teachers was recommended. Keywords : Early Childhood Teacher, Self-determination, Social Support, Digital Competence

Analysis of the Relationship among Resilience, Job Satisfaction and Happiness of Early Childhood Teachers in China

등려 세한대학교 대학원 2022 국내박사

In recent years, there has been a growing concern about the happiness of early childhood teachers in China. Based on a questionnaire on 418 early childhood teachers in Changsha, Hunan province, China, this study aimed to explore the relationship among resilience, job satisfaction, and happiness of Chinese early childhood teachers. The happiness of Chinese early childhood teachers is closely linked to early childhood education in China, and it is important to find ways to improve their happiness. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and the analyses of multiple regression using SPSS 25.0. Multiple regressions showed that: First, age, marital status, education, working years, and types of kindergartens significantly predicted Chinese early childhood teachers' resilience, job satisfaction, and happiness. Second, it was surveyed that there is a high correlation among resilience, job satisfaction and happiness, with resilience having a significant positive effect on job satisfaction and happiness. This shows that the higher the resilience, the higher the job satisfaction and happiness. Third, it was identified that resilience is a factor to have the influence on early childhood teachers' job satisfaction and happiness. Resilience of early childhood teachers can be seen to enhance positive thinking and positive work attitudes, which leads to lower job stress and lower psychological burnout, which leads to higher job satisfaction and higher happiness. It also reveals that early childhood teachers' job satisfaction have an impact on happiness. This implies that high job satisfaction in early childhood teachers leads to a greater sense of happiness. Fourth, job satisfaction was also found to have a mediating role between resilience and happiness. In other words, the resilience of Chinese early childhood teachers not only directly affects happiness, but also has an indirect impact on happiness through job satisfaction. This result is significant in that it could provide a preliminary data to promote the development of Chinese early childhood teachers' happiness. According to the research results, in order to improve the happiness of Chinese early childhood teachers and improve the quality of Chinese early childhood education, the following suggestions are put forward: First, from the perspective of the government and society, we need to pay more attention to the difficulties of early childhood teachers, and make practical and feasible plans to improve their salaries so that they can work with happiness. Second, from the perspective of kindergartens, we need to help early childhood teachers to improve their resilience through pre-employment training and post-employment training, so that they can be satisfied with their work and gain a sense of happiness. Third, from the perspective of early childhood teachers, they should realize the importance of happiness, and make personal development plans to improve academic qualifications, and enrich their knowledge structure.

유아교사의 성격 특성 및 유아교육기관의 조직풍토와 교사 창의성 간의 관계

서보미 경희대학교 교육대학원 2016 국내석사

유아교사의 창의성은 교육현장에서 교사가 자신의 인성 특성 및 지식과 경험을 바탕으로 수업과 생활지도, 학급 경영 등에서 전문성을 발휘하여 창의적으로 가르치는 것이다. 유아교사의 창의성은 유아에게 창의적인 환경 및 교육활동을 제공해 주기 위한 교사로서의 역할 수행에 있어 중요한 능력이며 특성이다. 특히 유아교사의 창의성은 유아의 창의성 발현에 있어 그 영향력이 입증된 바 있다는 점에서 주목할 필요가 있다. 이에 본 연구는 유아교사의 창의성을 예측하는 변인을 탐색하려는 목적으로 이루어졌다. 본 연구는 개인 내적 특성으로서의 성격 특성과 환경적 특성으로서의 조직풍토가 유아교사의 창의성을 유의하게 설명하는지 살펴봄으로써, 창의성에 대한 개인적 요인과 환경적 요인의 영향력을 비교해 보았다. 이를 위하여 서울특별시와 경기도 지역에 소재한 유치원 11곳과 어린이집 17곳에 종사하는 유아교사 262명을 임의표집하여 조사를 실시하였다. 유아교사의 창의성을 측정하기 위해 정은이와 박용한(2009)의 교사 창의성 측정도구의 문항을 유아교사에게 적절한 문항으로 일부 수정보완하여 사용하였다. 유아교사의 성격 특성을 측정하기 위해서는 Goldberg(1990)에 의해 개발된 5요인 성격 특성 척도(International Personality Item Pool: IPIP)를 유태용과 이기범, Ashton(2004)이 번안한 문항의 일부를 수정‧보완하여 사용하였다. 유아교육기관의 조직풍토를 측정하기 위해서는 노종희(1990)의 학교조직풍토 측정도구의 문항을 유아교육기관의 실정에 맞게 수정‧보완하여 사용하였다. 수집된 자료를 이용하여 먼저 연구대상의 일반적인 특성을 알아보기 위해 빈도분석과 기술통계분석을 실시하였다. 다음으로 연구문제에 맞추어 기술통계분석, 적률상관관계분석 및 위계적 회귀분석을 실시하였다. 유아교사의 창의성과 성격 특성, 유아교육기관의 조직풍토 간의 관계 및 영향을 알아본 결과는 다음과 같다. 첫째, 유아교사의 성격 특성 중 개방성과 성실성, 외향성, 친화성, 신경증의 수준이 높을수록 창의성 수준도 높은 것으로 나타났다. 유아교육기관의 조직풍토의 경우에는 조직의 개방성이 높고, 원장의 지원적 행동 경향이 높을수록 유아교사의 창의성 수준이 높은 것으로 나타났다. 둘째, 유아교사의 성격 특성 중 개방성과 성실성, 친화성이 창의성에 유의한 영향을 미치는 것으로 나타났다. 유아교육기관의 조직풍토의 경우에는 조직의 개방성이 유아교사의 창의성에 유의미한 영향을 미치는 것으로 나타났다. 본 연구는 창의적인 유아교사가 갖추어야 할 성격 특성에 대해 알아보고 지금까지 충분히 이루어지지 않았던 유아교사의 창의성과 유아교육기관의 조직풍토 간의 관계를 살펴보았다는 점에서 연구의 의의가 있다. 또한 이상의 결과를 통해 유아교사들의 창의성 발현을 위해 필요한 성격 특성과 교육 현장에서 창의성을 발휘하기 위해 갖추어져야 하는 근무환경의 특성을 제시해 주고 있다. Early childhood teacher's creativity refers to creative teaching with professionalism in early childhood education fields, based on teacher’s personality traits, knowledge, and experience. Early childhood teacher's creativity is an teacher’s important ability to provide the creative environments and educational activities for children. Also, early childhood teacher's creativity has been proven to be influential to the manifestation of children's creativity. Accordingly, this study aimed to explore the predicting variables of early childhood teacher's creativity. The participants were 262 early childhood teachers working for 11 kindergartens and 17 day care centers in Seoul and Gyeonggi province. Teacher Creativity Scale(Jeong & Park, 2009) was used to assess creativity of early childhood teachers. International Personality Item Pool(IPIP) was used to examine the early childhood teacher's personality trait. Organizational climate of child education institution was measured with School Organizational Climate Measuring Instrument(Noh, 1990). The data were analysed using frequencies, descriptive statistical analysis, Pearson‘s correlations and hierarchical regression analysis. As a result, it is found that first, the higher the level of openness, conscientiousness, extraversion, agreeableness, and neuroticism, among early childhood teacher's personalty traits, the higher the level of creativity. With respect to organizational climate of child education institution, it is found that the higher the organizational openness and the higher the director's supportive behavior, the higher the early childhood teacher's creativity is. Second, the early childhood teacher's creativity was influenced significantly by openness, conscientiousness, and agreeableness of their personality traits and the organizational openness of organizational climate. The findings above suggest that there are personality traits necessary for early childhood teacher's creativity manifestation and characteristics of working environment to exert his/her creativity in education fields. Key words: early childhood teachers, big five personality traits, organizational climate, teacher’s creativity

의미연결망 분석방법을 활용한 유아교사의 ‘좋은 유아교사’에 대한 인식 탐색 : 경력에 따른 비교분석

신유정 전북대학교 교육대학원 2021 국내석사

유아교사와 유아특수교사의 회복탄력성 분석

박미정 창원대학교 2016 국내석사

This research aimed at investigating the overall cognition on early childhood teachers and early childhood special teachers of K province and B metropolitan city and determining difference in resilience along with demographic variables, furthermore, investigating cognitive difference of resilience displayed by the two teacher groups. Research target was total 240 teachers, 127 of them were early childhood teachers and the rest 113 were early childhood special teachers, and this research conducted an investigation research using the questionnaire composed of 56 questions to measure resilience and 10 questions to determine demographic variables of teachers. And this research analyzed the collected data using IBM SPSS Statistics 23 for Windows program. Research results are as follows. First, cognitive level of early childhood teachers on resilience appeared normal. In respect of subordinate factors, they appeared to cognize impulsiveness control the highest, while the active challenge spirit the lowest, relatively. Also, teachers' academic background influenced overall resilience, and teachers' age, involved institution type, children's age, whether of attendance at the inclusive class, and whether of opportunity of communication with council influenced the subordinate factors of resilience. This, particularly, can be said that it is necessary to arrange more institutional opportunity for the teaching profession culture and professionalism promotion to enhance teachers' achievement and achievement satisfaction. Second, cognitive level of early childhood special teachers on resilience appeared normal. In respect of subordinate factors, they cognized empathic ability the highest, while their active challenge spirit appeared the lowest compared to high impulsiveness control. The factors that influenced teachers' resilience appeared age, marital status, whether of leisure activity, highest level of schooling, work experience, class children's age, whether of attendance at the inclusive class, and whether of opportunity of communication with council, which were indicated to be the basis to suggest demographic variables as the important factors to prepare resilience improvement plan for early childhood special teachers. Third, in respect of cognitive difference in resilience between the early childhood teachers and early childhood special teachers appeared higher in early childhood special teachers than early childhood teachers, however no meaningful difference appeared between groups. In respect of the subordinate factors, early childhood teachers cognized emotional control, impulsiveness control higher, while the early childhood special teachers cognized optimistic feature, cause analysis ability, empathic ability, self efficacy, and active challenge spirit, however no meaningful difference appeared between the two teacher groups. This can be suggested as the point to be searched in professional common ground and specialty between the two teacher groups, early childhood teachers and early childhood special teachers, accordingly, can be suggested as the reason to raise teachers' resilience. Therefore, it can be said that various support and institutions based on the individual, institutional, and national aspects to create teaching profession culture that can be acted as the positive power in teaching life by more improving resilience of early childhood teachers and early childhood special teachers who are taking an important role in leading successful handicapped children's inclusive education. Based on the above research, the researcher suggested more researches on program development for in-depth analyze of various variables that influence the resilience of early childhood teachers and early childhood special teachers who are taking an important role in leading successful handicapped children's inclusive education and improvement of resilience, also, suggested a necessity of follow-up research on verification of the effect based on this. KEYWORDS Resilience, Early Childhood Special Education Teacher, Early Childhood Teacher.

유아 교사의 행복감이 교사-유아 상호작용에 미치는 영향

임금순 국민대학교 교육대학원 2023 국내석사