교사 소진과 효능감이 교사와 영유아간의 상호작용에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of teacher's burnout and self-efficacy on teacher-toddler interaction. For this study, teachers who are with 18 to 48-months-old toddlers at 40 day care centers located in Chungju city, Jinchun-gun, and Eumsung-gun filled out the questionnaire. Date were analyzed by frequency, percentage, Primary factor analysis, Cronbach's α, t-test, Pearson's correlation, and hierarchical regression using SPSS 12.0 program.

The results of this study were as follows:
First, there were statistically significant differences in teacher's burnout, self-efficacy, and teacher-toddler interaction according to general background. Married teachers showed higher personal efficacy and general efficacy than unmarried ones, and teachers with a level-one certificate showed higher emotional exhaustion, personal efficacy and general efficacy than those with a level-two, while teachers with a level-two showed lower personal accomplishment and responsiveness of teacher than those with a level-one. Older teachers showed more emotional exhaustion and younger teachers reported more inhuman feelings. Also, teachers with longer career reported more teacher-toddler interaction than those with shorter career.
Second, it was found that teacher's positive interaction with toddlers increased when teachers felt lower level of inhuman, lack of accomplishment, and emotional exhaustion, and higher level of general efficacy.
Third, it was found that teacher's burnout and efficacy had no significant effect on teacher's linguistic modelling.
Fourth, teachers' social interaction with toddlers increased when teachers felt lower level of emotional exhaustion, the lack of accomplishment and personal efficacy, and higher level of general efficacy.
Fifth, it indicated that teacher's responsiveness increased when teachers felt lower level of emotional exhaustion and higher level of teacher's general efficacy.
Sixth, it was found that teacher's active participation increased when teachers felt lower level of inhuman and lack of accomplishment, and higher level of teacher's general efficacy.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경 7
• 1. 교사와 영유아간의 상호작용 7
• 2. 교사 소진과 교사와 영유아간의 상호작용 10
• 3. 교사 효능감과 교사와 영유아간의 상호작용 13
• Ⅲ. 연구방법 16
• 1. 연구대상 및 기간 16
• 2. 측정도구 17
• 3. 자료분석 20
• Ⅳ. 결과 및 해석 21
• 1. 조사대상자의 일반적 배경 21
• 2. 일반적 배경에 따른 교사 소진과 효능감, 교사와 영유아간의 상호 작용의 차이 23
• 3. 교사 소진과 효능감이 교사와 영유아간의 상호작용에 미치는 영향 26
• Ⅴ. 논의 및 결론 38
• 1. 요약 및 논의 38
• 2. 결론 및 제언 44
• 참고문헌 46