보육신념과 교사-부모 간 의사소통의 어려움이 보육교사의 행복감에 미치는 영향

서소영,최경 미래유아교육학회 2023 미래유아교육학회지 Vol.30 No.3,4

This study was conducted to examine the effect of childcare beliefs and communication difficulties between teachers and parents on childcare teachers’ happiness. For this purpose, a survey was conducted with childcare teachers working at a daycare center located in northern Gyeonggi Province. Reliability verification, correlation analysis, and multiple regression analysis were performed on the final collected data, 230 copies, using SPSS 24.0. As a result of this study, first, there was a significant positive correlation between childcare beliefs and childcare teachers’ happiness. Regarding childcare beliefs and communication difficulties between teachers and parents, among the three subtypes of childcare beliefs, only behaviorism was positively correlated with communication difficulties between teachers and parents. Communication difficulties between teachers and parents and happiness, teacher-related communication difficulties and parent-related communication difficulties were significant negative correlation with childcare teachers’ happiness. Second, as for the childcare teachers’ happiness, it was shown that interactionism, behaviorism, maturationism and parent-related communication difficulties was important predictive variable. The results of this study provide a solid understanding on childcare teachers’ beliefs and communication difficulties between teachers and parents. Based on the result of this study, it is meaningful to provide the basic data to prepare the support plan to enhance the childcare teacher’s happiness.

보육교사의 교직헌신과 창의적 역할수행, 동료교사의 정서적 지지가 행복플로리시에 미치는 영향

김응자 한국부모교육학회 2023 부모교육연구 Vol.20 No.2

The purpose of this study is to examine the relative influences of teaching commitment, creative role performance, and peer teachers' emotional support on the happiness fluoridation of childcare teachers and to provide meaningful basic data for the improvement of flourishing of childcare teachers. For this study, a survey was conducted on childcare teachers working in daycare centers in Chungcheongnam-do, and data were collected from 258 people. For the results of the study, correlation analysis and multiple regression analysis were conducted using the SPSS 26.0 program. The results of this study are as follows. First, as a result of examining the relationship between childcare teachers' teaching commitment, creative role performance, peer teachers' emotional support and flourishing, there was a statistically significant correlation. Second, as a result of examining the effects of daycare teachers' teaching commitment, creative role performance, co-teachers' emotional support on flourishing, the higher the childcare teacher's teaching commitment and creative role performance, the higher the flourishing, and the higher the co-teacher's emotional support. It was found that the higher the emotional support of the childcare teacher, the more it had a positive effect on the childcare teacher's flourishing. Through these results, it is expected that various approaches should be conducted to increase the happiness of childcare teachers who are the main factors that influence the quality of childcare and affect childcare activities, so that childcare teachers and infants can live happily in childcare centers.

보육교사의 정서적지지와 보육효능감과의 관계에서 셀프리더십의 매개효과

이진화,규규마,임진섭 부경대학교 인문사회과학연구소 2023 인문사회과학연구 Vol.24 No.4

본 연구는 보육교사의 정서적지지, 셀프리더십과 보육효능감 간의 관계를 알아보고, 보육교사의 정서적지지와 보육효능감 간의 관계에서 셀프리더십의 매개효과를 분석하여, 보육교사 효능감 향상을 위해 필요한 방안을 논의하는 데 목적이 있었다. 연구대상자는 대전과 세종 및 충청권에 소재한 어린이집의 현직 보육교사 310명을 임의표집하여 2020년 9월 15일부터 약 4주간 자기보고식 설문조사를 실시하였다. 수집된 자료는 기술통계, 상관관계를 실시하였고, 잠재변인 사이의 인과관계를 검증하기 위해 구조모형분석을 실시하고, 매개효과 확인을 위해 부트스트랩핑을 통해 연구문제를 검증하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 보육교사의 정서적지지, 셀프리더십, 보육효능감은 모두 정적인 상관관계를 가지는 것으로 나타났다. 둘째, 보육교사의 정서적지지는 셀프리더십을 예측하는 정적인 변인이었으나, 보육효능감에는 통계적으로 유의미한 영향은 나타나지 않았다. 셀프리더십은 보육효능감에 정적인 방향으로 영향을 주는 변인이었다. 정서적지지가 보육효능감에 영향을 미치는 데 있어서 셀프리더십은 완전매개효과를 보였다. 이상의 결과를 바탕으로 본 연구는 보육교사의 보육효능감 증진을 위해 예비유아교사교육과정에서 각 개인별 특성과 셀프리더십 수준을 고려한 맞춤형 교육 제공 등의 필요성을 제안하였다. 또한 현직교사를 대상으로 한 동료 간 멘토링을 통한 리더십 개발과 정책적 차원에서의 셀프리더십 교육 기회 제공의 필요성을 논의하였다. 한편 보육교사를 위한 정서적지지를 강화하기 위해서 생애주기별 맞춤형 정서적지지 지원방안 마련의 필요성과 보육교사의 정서적 건강을 위한 상담 및 연수 제공 등을 논의하였다. The purpose of this study is to identify the relationship between childcare teachers' emotional support, self-leadership, and childcare efficacy, and to analyze the mediating effect of self-leadership in the relationship between childcare teachers' emotional support and childcare efficacy. 310 childcare teachers in Daejeon, Sejong, and Chungcheong areas completed the self-report survey for about 4 weeks. Descriptive statistics, correlations, structural model analysis and bootstrapping were conducted on the collected data The results were as followed. First, childcare teachers' emotional support, self-leadership, and childcare efficacy were found to have a positive correlation. Second, childcare teachers' emotional support was a static variable predicting self-leadership, but did not have a statistically significant effect on childcare efficacy. Also, it was found that self-leadership was a positive variable to affect the childcare efficacy. childcare teacher’s emotional support Self-leadership was found to have a full mediating effect in the relationship between childcare teachers' emotional support and childcare efficacy. Based on the above results, this study proposed the need to provide customized education that takes into account each individual's characteristics and level of self-leadership in the pre-service early childhood teacher education curriculum. In addition, for in service teachers' leadership development, peer-mentoring and self-leadership education opportunities should be provided. In order to strengthen emotional support for childcare teachers, the need to prepare customized emotional support measures for each life cycle and the provision of counseling and training for the emotional health of childcare teachers were discussed.

보육교사의 외상경험이 조직몰입에 미치는 영향

이민희(Min Hee Lee) 한국보육지원학회 2022 한국보육지원학회지 Vol.18 No.5

Objective: The purpose of this study is to examine the difference between teachers’ traumatic experience and teachers’ organizational commitment while considering individual differences of the childcare teachers and to investigate the effect of childcare teachers’ traumatic experience on organizational commitment. Methods: This study used an online survey and collected data from 235 respondents. Then the data were analyzed by using a one-way ANOVA test, Scheffe post-hoc analysis, and hierarchical regression analysis. Results: First, this study found that there was a statistically significant difference between the traumatic experience of childcare teachers and teachers’ organizational commitment depending on the age and career stage of the childcare teachers. Second, the childcare experience of childcare teachers showed a positive correlation with experience, and the traumatic experience showed a negative correlation with the organizational commitment. Third, childcare teachers’ traumatic experience had a negative effect on normative and continuous immersion, respectively. Conclusion/Implications: This study contributes to the literature by recognizing the events that occurred in the process of childcare and identified the cause of the decrease in childcare teachers’ motivation to work. It also suggests the need for continuous research on traumatic events that childcare teachers’ experience during work in order to protect the rights and interests of childcare teachers.

예비보육교사와 현직보육교사의 유아 숲 체험 활동 인식과 요구에 대한 비교

홍문선 ( Moon Sun Hong ),조경희 ( Hee-kyung Cho ) 한국아동가족복지학회(구 한국가족복지학회) 2020 한국가족복지학 Vol.25 No.4

Objective: This study identifies the overall perception of forest activities and different perspectives between pre-service childcare teachers and in-service childcare teachers. The purpose of this study provides the base line data for improving the perception of forest activities of preservices childcare and in-services childcare teachers. Methods: The study subjects included 131 pre-service childcare teachers and 122 in-service childcare teacher. To distinguish the differences between the two groups, a x2 test was used after using a t-test and cross analysis. Results: The results of the study are as follows: The pre-service childcare teachers and in-service childcare teachers showed many similarities in the perception of forest activities. Both groups highly recognized the educational effect and necessity of the forest activities. There were differences between the demand of pre-service childcare teachers and in-service childcare teachers in terms of the required quality and degree of intervention of the forest activity teacher and the choice of subject for the forest activities. Both groups showed no difference in the types, suitable weather, environmental aspects, and understanding of the forest activities. Conclusion: Through this study, it was possible to find out the parts to be included in the contents of the training course for pre-services childcare teachers and the education of incumbent childcare teachers, which is expected to have a positive effect on the study of forest activities for children by reflecting this in the curriculum.

보육교사론 수업에서 나타난 예비보육교사의 보육교사에 대한 인식

유소라(Yu, Sora),박성빈(Park, Sung-bin) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.9

목적 본 연구에서는 보육교사론 수업에서 나타난 예비보육교사의 보육교사에 대한 인식을 살펴봄으로써 전문성을 갖춘 보육교사가 되도록 지원하는데 기초자료를 마련하고자 하였다. 방법 본 연구의 목적을 위해 15주차 간의 보육교사론 수업에서 학생들이 작성한 저널을 수집하여 예비보육교사의 보육교사에 대한 인식을 범주화하고 해당 사례를 선정하였으며, 연구자의 판단중지와 동료검증을 통해 자료분석의 신뢰도와 타당도를 높이고자 하였다. 결과 본 연구에서 보육교사론을 수강한 예비보육교사들은 보육교사에 대해 개인적⋅사회적 인식의 개선이 필요한 보육교사, 사명감을 가져야 하는 보육교사, 전문성을 갖추어야 하는 보육교사, 부모를 지원하는 보육교사로 인식하는 것으로 나타났다. 결론 본 연구의 결과를 바탕으로 보육교사 양성과정에서 예비보육교사들이 보육교사에 대해 올바른 인식을 형성하고, 전문성 신장을 위한 동기부여가 되도록 적절한 교육이 지원되기를 바란다. Objectives The aim of this study was to provide basic data for supporting childcare teachers with professionalism by examining pre-service childcare teachers’ perceptions of childcare teacher shown in childcare teacher theory classes. Methods To this end, journals written by students in a 15-week childcare teacher theory class were collected. Based on the contents of the journals, pre-service childcare teachers’ perceptions of childcare teacher were categorized, and related cases were selected. Results As a result, this study found that pre-service childcare teachers who took the childcare teacher theory class perceive childcare teachers as those who are in need of improving personal and social awareness, those who must have a sense of duty, those who must have professionalism, and those who support parents. Conclusions Based on the results of this study, it is hoped that appropriate education is applied to childcare teacher training programs so that pre-service childcare teachers form proper perception of childcare teacher and are motivated to develop professionalism.

보육교사의 근무환경, 보육효능감, 소진과 교사-영유아 상호작용의 관계 : 교사 휴게시간과 연장보육 전담교사 배치를 중심으로

강란(Kang, Ran),장유진(Jang, Yu-Jin) 한국영유아교원교육학회 2021 유아교육학논집 Vol.25 No.6

본 연구는 보육교사의 근무환경에 따른 교사의 보육효능감, 소진을 확인하고, 근무환경과 교사의 보육효능감, 소진이 교사-영유아 상호작용에 미치는 영향을 파악하기 위해 수행되었다. 보육교사의 근무환경은 최근 시행되고 있는 휴게시간 사용과 연장보육 전담교사 배치 여부, 어린이집 유형을 파악하였다. 이를 위해 다양한 유형의 어린이집에 근무하는 보육교사 300명을 연구대상으로 하였다. 연구결과는 다음과 같다. 첫째, 어린이집의 유형에 따라 보육교사의 근무환경은 차이가 있는 것으로 나타났다. 둘째, 어린이집에 연장보육 전담교사가 배치되지 않은 경우 소진이 유의하게 높았고, 학력이 높고 경력이 많으며 31분 이상의 휴게시간을 갖는 교사의 보육효능감과 교사-영유아 상호작용이 긍정적이었다. 셋째, 보육교사의 휴게시간이 많을수록, 보육효능감이 높을수록, 소진의 비인간화와 성취감 상실이 낮을수록 교사-영유아 상호작용은 긍정적이었다. 본 연구는 민간 및 가정 어린이집 근무환경 개선의 필요성, 최소 30분 이상의 휴게시간 확보의 필요성, 보육교사의 보육효능감 및 성취감 배양을 위한 성공 경험의 제공을 제안한다. This study was conducted to determine the effects of the working environment, childcare efficacy, and burnout of childcare teachers on teacher-child interactions. The working environment of childcare teachers was assessed by whether to use break time, the presence of extended childcare teachers, and the types of daycare centers. To this end, 300 childcare teachers working at various types of daycare centers were studied. The results of this study are as follows. First, the working environment of childcare teachers varies depending on the type of daycare center. Second, if extended childcare teachers were not assigned to daycare centers, the burnout of childcare teachers was significantly high. With this, the childcare efficacy and teacher-child interaction of teachers with high educational background, experience, and more than 31 minutes of break time were positive. Third, the more breaks the daycare teacher had, the higher the childcare efficacy. Additionally, the lower the dehumanization and loss of achievement of burnout, the more positive the teacher-child interaction. This study proposes the need to improve the working environment of private and home daycare centers, the need to secure at least 30 minutes of rest for childcare teachers, and the provision of successful experiences for childcare teachers to cultivate their childcare efficacy and sense of accomplishment.

일반 및 통합 보육교사의 배경변인별 장애영유아 교육에 대한 교사효능감 연구

조은숙 ( Eun Suk Jo ),노진아 ( Jin A Noh ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.2

이 연구는 일반 및 통합 보육교사의 장애아 교육에 대한 교사효능감 수준을 살펴보고, 이러한 교사효능감 수준이 교사의 개인변인과 환경변인에 따라서 차이가 있는지 살펴보기 위해서, 180명의 일반 및 통합 보육교사를 대상으로 설문조사를 하였다. 그 결과 일반 및 통합 보육교사의 교사효능감은 대체적으로 보통수준 이상으로 나타났다. 그리고 일반 및 통합 보육교사의 교사효능감은 교사의 경력, 지위, 장애영유아 통합교육 경력에 따라 통계적으로 유의미한 차이를 보이지 않았다. 이에 반해서, 일반 및 통합 보육교사의 교사효능감은 설립 유형, 학급 유형, 담당 학급 아동의 연령에 따라서 통계적으로 유의미한 차이를 보였다. 구체적으로 국공립 및 민간 보육시설의 교사는 사회복지 법인 보육시설의 교사보다 높은 전체 교사효능감을 보였다. 그리고 민간 보육시설 교사는 국공립 보육시설 교사보다, 국공립 보육시설 교사는 사회복지 법인 보육시설 교사보다 더 높은 개인적 효능감과 일반적 효능감을 나타냈다. 일반 보육시설 교사는 장애아 통합 보육시설 교사보다 더 높은 전체 교사효능감을 보였지만, 개인적 효능감과 일반적 효능감에서 커다란 차이를 보이지 않았다. 만 4세를 담당하고 있는 교사의 효능감이 가장 높은 반면에, 만 3세를 담당하고 있는 교사의 효능감이 가장 낮음을 알 수 있었다. 마지막으로, 이러한 결과를 중심으로 앞으로의 교사효능감에 대한 연구 방향성에 대해서 논의하였다. The purpose of this study was to investigate the childcare teachers` efficacy and find out what variables of factors are related to teachers` efficacy. To result the study, a survey was conducted targeting 180 of childcare teachers residing in South Chungcheong Province. From the results of this study, there were no significant differences in teachers` efficacy in terms of teaching career, position, and special education teaching career. However, there were significant differences in teachers` efficacy in terms of childcare`s type and age of young children in their classes. Firstly, teachers of national·public childcare facilities, private childcare facilities showed higher whole efficacy than ones of social welfare corporations. In addition, teachers of private childcare facilities showed higher personal and general efficacy than ones of national·public childcare facilities, and teachers of national·public childcare facilities showed higher personal and general efficacy than ones of social welfare corporations. Secondly, teachers of general childcare facilities had highest whole efficacy, followed by teachers of inclusive childcare facilities, and ones of private childcare facilities, while showing no differences in personal efficacy and general efficacy. Lastly, teachers of 4-years-old children showed the highest efficacy and teachers of 3-years-old children showed the lowest efficacy. Based on these results, we discussed and explored implication for future studies on teachers efficacy.

보육교사의 교사효능감에 영향을 주는 요인에 관한 연구

강정은(Kang, Jeong-Eun),송다영(Song, Dayoung) 한국여성정책연구원(구 한국여성개발원) 2010 여성연구 Vol.79 No.-

근래에 들어 한국사회 최대 관심사 중의 하나는 보육정책을 어떻게 효과적으로 벌여나가는가에 있다. 그러나 최근의 보육정책은 주로 아동별 보육료 지원에 초점이 맞춰지는 반면, 아동을 가르치는 보육교사의 질적 제고에는 상대적으로 관심을 덜 기울이고 있다. 본 연구는 아동의 건강한 성장과 전인적 발달을 위해서는 무엇보다도 보육교사에 대한 사회적 투자의 중요성을 강조하였으며, 특히 이들의 아동보육과정에서의 교사효능감 향상에 초점을 두었다. 보육시설에서 가장 아동을 직접적으로 돌보는 교사의 효능감이 높을수록 아동을 위한 보육의 질이나 학습효과가 높아지기 때문이다. 이를 위해 본 연구는 보육교사의 교사효능감에 영향을 미치는 개인변인과 환경변인을 대비시키고, 이 중에서도 기존 연구에서는 상대적으로 소홀히 다루어왔던 환경변인으로서 국공립보육시설, 민간보육시설, 가정보육시설, 직장보육시설 등 시설유형에 따라 교사효능감이 질적으로 차이가 나는지를 살펴보았다. 연구결과에 따르면, 국공립보육시설(직장보육시설 포함)의 교사는 조직내 업무지원정도나 교사에 대한 학습지원 충분도에 의하여 민간보육시설이나 가정보육시설 교사에 비하여 교사효능감이 뚜렷하게 높은 것으로 나타났다. 결론부문에서는 보육교사의 교사효능감을 향상시키고 궁극적으로 아동의 건강한 성장과 보육의 질적 향상에 기여할 수 있는 정책적 제언을 제시하였다. In recent years, one of the most important concerns is how to effectively develop childcare policy in Korea. However, recent childcare policy has focused on subsidies to families who have children less than 6 years, and education and quality improvement for teachers of childcare centers has relatively less been concerned. This study aims to emphasize the impotance of policy investment to teachers of childcare centers in order for children to have healthy growth and development. The study, especially, targets at the enhancement of teacher's sense of efficacy among teachers working in childcare centers. The more teachers haver higher the teacher's sense of efficacy, the more they have higher quality of caring and more fruitful outcome in teaching. For this, the study contrasts the impact of personal factors versus environmental factors on the teacher's sense of efficacy among teachers of childcare centers. Especially, this research tries to reveal that type of childcare center, a variable factor which has been not specifically considered in related prior studies, such as public childcare facility, private childcare facility, home care facility, and company childare facility, is most influential factors to differentiate the teacher's sense of efficacy. Research results show that, by virtue of in more work-related total support in an organization and enough education opportunities, teachers of public childcare facility and company childcare facility insure stronger teacher's sense of efficacy than those of the other two facilities. In conclusion, policy suggestions are given for the improvement of teacher's sense of efficacy and ultimately the development in childcaring sector.

어린이집 조직문화가 교사효능감에 미치는 영향: 보육교사의 긍정심리자본을 중심으로

최지선,임유경 국제인문사회연구학회 2023 Studies on Humanities and Social Sciences (SHSC) Vol.5 No.2

어린이집 조직문화가 교사효능감에 미치는 영향: 보육교사의 긍정심리자본을 중심으로최 지 선*ㆍ임 유 경** 연구 목적: 본 연구는 어린이집 조직문화가 보육교사의 교사효능감에 미치는 영향에서 긍정심리자본의 매개효과를 검증하고자 하였다. 연구 방법: J도의 Y시의 보육교사를 편의표집하여 최종 189부의 설문지가 연구분석에 활용되었다. 연구변인을 측정하기 위해 SPSS 23.0을 이용하여 각 척도에 대한 탐색적 요인분석 및 신뢰도를 검증하였고, 연구목적을 검증하기 위해 다중회귀분석과 Process Macro model 4를 이용한 매개효과분석을 실시하였다. 연구 내용: 어린이집의 조직문화(관계문화, 위계문화, 혁신문화, 합리문화)가 교사효능감 및 긍정심리자본에 미치는 영향, 그리고 독립변인과 종속변인의 관계에서 긍정심리자본의 매개효과를 알아보았다. 결론 및 제언: 어린이집의 위계문화는 교사의 긍정심리자본에 부적 영향을, 관계문화와 합리문화는 긍정심리자본과 교사효능감에 정적영향을 미쳤고, 긍정심리자본은 어린이집의 관계문화·합리문화와 교사효능감과의 관계에서 부분매개효과를 보였다. 이를 통해 본 연구는 보육현장에서 보육교사의 교사효능감 및 긍정심리자본을 증진시킬 수 있는 조직문화 형성을 위한 다양한 방안을 모색하게 하는 자료로 활용되기를 바란다. 핵심어: 어린이집, 조직문화, 교사효능감, 보육교사, 긍정심리자본 □ 접수일: 2023년 12월 20일, 수정일: 2023년 12월 29일, 게재확정일: 2023년 12월 29일* 주저자, 광신대학교 유아교육과 박사과정(First Author, Doctoral Course, Kwangshin Univ., Email: ymca1022@naver.com) ** 교신저자, 광신대학교 유아교육과 부교수(Corresponding Author, Professor, Kwangshin Univ., Email: bbpig94@hanmail.net) The Impact of Childcare Center Organizational Culture on Teacher Efficacy: The Mediating Effect of Childcare Teachers’ Positive Psychological Capital Giseon Choe & Youkyoung Lim Abstract: The purpose of this study is to verify the mediating effect of positive psychological capital in the impact of childcare center organizational culture on childcare teachers’ teacher efficacy. The convenience sampling of childcare teachers from Y city in J province was used, and a final 189 questionnaires were used. To measure the research variables, exploratory factor analysis and reliability verification were conducted using SPSS 23.0. To verify research purpose, multiple regression analysis was performed and mediation effect was analyzed using process macro model 4. This study is examined the effects of the childcare center’s clan culture, hierarchy culture, adhocracy culture, and market culture on teacher efficacy and positive psychological capital, and investigated the mediating effect of positive psychological capital in the relationship between these variables. The hierarchy culture had a negative effect on teachers’ positive psychological capital, and the market culture and clan culture were found to have a positive effect on positive psychological capital and teacher efficacy. And positive psychological capital had a partial mediating effect in the relationship between clan culture and market culture and teacher efficacy. Accordingly, it has the value of data that allows us to explore various ways to form an organizational culture that can improve the teacher efficacy and positive psychological capital of child care teachers in the childcare field. Key Words: Childcare Center, Organizational Culture, Teacher Efficacy, Childcare Teacher, Positive Psychological Capital