어린이집 원장의 서번트리더십이 보육교사의 역할수행에 미치는 영향

국문 초록 (Abstract)

본 연구에서는 어린이집에서 보육교사들이 관계 맺고 있는 원장의 서번트리더
십(Servant Leadership)이 보육교사가 인식하는 역할수행에 어떠한 영향을 미치
는지, 원장의 서번트리더십과 보육교사의 역할수행의 관계에서 보육교사의 어린
이집 조직문화와 교직윤리의식이 매개효과를 갖는지를 살펴보았다. 연구결과를
통해 보육교사들의 역할수행을 위한 증진방안을 탐색하고 이를 통해 양질의 보육
서비스 제공을 위한 실증적 자료를 제시하는 데 본 연구의 목적을 두었다.
본 연구의 연구대상은 서울, 경기 일부에 위치한 민간어린이집에 근무하는
보육교사 501명이다. 최종 수거된 설문지는 501부였으며, 이 중 성의 없는
응답 및 지나치게 결측치 등이 많은 24개 사례를 제외하여 총 477명의 응
답자의 자료를 기준으로 분석을 진행하였다. 연구의 가설 검증을 위해
IBM SPSS 25.0을 활용하여 기술통계, 상관분석 및 탐색적 요인분석을 하
였으며, AMOS 24.0를 활용하여 구조방정식 분석을 하였는데 본 연구의
분석결과는 다음과 같다.
첫째, 원장의 서번트리더십이 보육교사의 조직문화에 정적 영향을 미치
는 것으로 나타났다.
둘째, 원장의 서번트리더십이 어린이집의 교직윤리의식에 정적 영향을
미치는 것으로 나타났다.
셋째, 원장의 서번트리더십이 보육교사의 역할수행에 정적 영향을 미치
는 것으로 나타났다.
넷째, 보육교사가 인지하는 조직문화는 원장의 서번트리더십과 보육교사의
역할수행을 매개하는 것으로 나타났다. 즉, 원장의 서번트리더십이
보육교사의 역할수행에 정적인 영향을 미치는 과정에서 보육교 사
- iv -
의 조직문화가 매개요인으로 작용하여, 보육교사의 역할수행을 높
이는 것으로 이해할 수 있다.
다섯째, 어린이집의 교직윤리의식은 원장의 서번트리더십과 보육교사의 역
할수행을 매개하는 것으로 나타났다. 즉, 원장의 서번트리더십이
보육교사의 역할수행에 정적인 영향을 미치는 과정에서 어린이집
의 교직윤리의식이 매개요인으로 작용하여, 보육교사의 역할수행
을 높이는 것으로 이해할 수 있다.
마지막으로, 원장의 서번트리더십은 매개변수인 조직문화와 교직윤리의식
을 순차적으로 거쳐 보육교사의 역할수행에 유의미한 영향을
미치는 것으로 나타났다.
이상의 분석결과를 토대로 다음과 같이 제언하였다.
첫째, 원장 및 예비원장을 대상으로 한 전문적인 서번트리더십 교육프로그
램 개발이 이루어져야 하며, 승급 및 보수교육 등 제도권 교육에 관
련 교과목 개설 등의 교육적 노력이 이뤄져야 함을 제시하였다.
둘째, 어린이집 조직문화 형성에 가장 큰 영향력을 가진 원장에 대한 교육이
요구되며, 이러한 긍정적 조직문화가 잘 자리 잡을 수 있도록 보육교직원
에 대한 교육도 병행되어 이뤄질 필요가 있음을 제시하였고, 이를 위하여
우선적으로 정부차원의 교육프로그램 개발 및 적용이 요구되며, 지속적인
교육이 이뤄질 수 있도록 제도권 내 교육 즉, 보육교사 양성 및 보수교육
등이 체계적으로 이뤄져야 함을 제언하였다.
셋째, 보육교사의 교직윤리의식을 강화하기 위한 전문적인 프로그램 개발
을 시급히 해야 하며, 이를 전문적으로 교육하고 적용하기 위한 정
부차원의 정책적 지원도 이뤄져야 함을 제시하였다.

목차 (Table of Contents)

• Ⅰ. 서 론 ······································································································· 1
• 1. 연구의 필요성과 목적 ····················································································1
• 2. 연구문제 ············································································································5
• 3. 용어의 정의······································································································6
• 1) 역할수행·······································································································6
• 2) 서번트리더십 ································································································6
• 3) 조직문화········································································································6
• 4) 교직윤리의식 ································································································7
• Ⅱ. 이론적 배경 ···························································································8
• 1. 역할수행 ············································································································8
• 1) 역할수행의 개념 ··························································································8
• 2) 역할수행의 구성요소··················································································9
• 3) 보육교사 역할수행의 중요성 ··································································14
• 2. 서번트리더십··································································································17
• 1) 서번트리더십의 개념················································································17
• 2) 서번트리더십의 구성요소 ········································································19
• 3. 조직문화 ··········································································································22
• 1) 조직문화의 개념 ························································································22
• 2) 조직문화의 구성요소················································································24
• 4. 교직윤리의식··································································································27
• 1) 교직윤리의식의 개념················································································27
• 2) 교직윤리의식의 구성요소 ········································································29
• 5. 선행연구 고찰 ································································································34
• - vi -
• 1) 서번트리더십과 조직문화의 관계··························································34
• 2) 서번트리더십과 교직윤리의식의 관계 ··················································36
• 3) 서번트리더십과 역할수행의 관계··························································37
• 4) 서번트리더십과 역할수행의 관계에서 조직문화의 매개효과 ·········· 40
• 5) 서번트리더십과 역할수행의 관계에서 교직윤리의식의 매개효과·· 41
• Ⅲ. 연구모형 및 연구가설 ······································································43
• 1. 연구모형 ··········································································································43
• 2. 연구가설 ··········································································································43
• 3. 조사대상 선정 및 자료수집 ········································································44
• 4. 측정도구 ··········································································································45
• 1) 종속변수: 역할수행 ··················································································45
• 2) 독립변수: 서번트리더십··········································································46
• 3) 매개변수: 조직문화 ··················································································47
• 4) 매개변수: 교직윤리의식··········································································49
• 5. 자료 분석방법 ································································································50
• Ⅳ. 연구결과 및 해석 ·························································································53
• 1. 연구대상자의 일반적 특성 ··········································································53
• 2. 일반적 특성에 따른 주요 변수 차이 검증 ··············································55
• 3. 주요 변수의 자료점검 ··················································································59
• 1) 주요 변수의 정규성 점검·······································································59
• 2) 주요 변수의 상관분석 ·············································································59
• 3) 탐색적 요인분석을 통한 문항 타당화················································· 62
• 4. 측정모형의 확인적 요인분석 ······································································70
• - vii -
• 1) 확인적 요인분석 ·······················································································70
• 2) 요인 간 상관분석 ·····················································································74
• 3) 구조모형 경로분석 ···················································································74
• 4) 최종 연구모형의 경로분석·····································································77
• 5) 총 효과 분해·····························································································78
• Ⅴ. 결론 ······································································································· 81
• 1. 연구결과 요약 및 논의················································································81
• 1) 연구결과 요약 ·····························································································81
• 2) 논의···············································································································82
• 2. 제언 ··················································································································84
• 3. 연구의 한계점 및 후속 연구의 방향 ························································88
• 참고문헌 ··············································································································90
• Abstract ····························································································· 110
• 부록(설문지) ····································································································112