유아교사의 놀이지원역량 평가척도 문항 개발 및 타당화

김화록,김보현,구광현 미래유아교육학회 2022 미래유아교육학회지 Vol.29 No.2

The purpose of this study was to develop and validate the multidimensional evaluation scale for early childhood teachers’ play support competency. For the purpose, preliminary items of the scale were constructed based on the literature review and two rounds of expert review. As the result of exploratory factor analysis, 32 items of 7 sub-factors in 3 domains were extracted. A questionnaire survey was conducted for the teachers in charge of 3- to 5-year-old children in kindergartens and daycare centers. Based on the responses, the item goodness-of-fit of the questions was measured, a confirmatory factor analysis was carried out, and then discriminant validity, reliability and concurrent validity were analyzed. The results could be summarized in the following five ways. First, the item goodness-of-fit of each question was 3.88∼4.56 on the average, and the standard deviation was .59∼.73, showing a normal distribution. Second, as a result of the confirmatory factor analysis, the model fit index was found to meet the acceptance criteria. Third, as a result of examining the convergent validity and discriminant validity, it was confirmed that the items for factor measurement were composed substantially and that the sub-factor composition was also appropriate. Fourth, the reliability of each of the three areas was in the range of .85∼.93, which secured the reliability. Fifth, the concurrent validity was verified by revealing that the correlation between the scale and the early childhood teachers’ creative pedagogy belief was significant Through all the results, it was affirmed that the scale is an appropriate tool to measure the play support competency of early childhood teachers in a multidimensional and multi-layered manner. 본 연구의 목적은 유아교사의 놀이지원역량을 총체적으로 평가할 수 있는 다차원적인 유아교사의 놀이지원역량 평가척도를 개발하고 타당화하는데 있다. 문헌고찰과 2차에 걸친 전문가 검토를 통해 평가척도 문항을 구성하고 탐색적 요인분석 결과를 토대로 3개 영역 7개 하위요인 32문항으로 구성된 척도를 개발하였다. 타당화를 위해서 만 3∼5세반 담당교사를 대상으로 설문조사를 하였으며, 문항분석, 확인적 요인분석, 판별타당도, 신뢰도, 공인타당도 분석을 실시하였다. 연구결과 첫째, 각 문항의 평균은 3.88∼4.56, 표준편차는 .59∼.73 범위이며 정규분포를 나타냈다. 둘째, 확인적 요인분석을 통한 측정모형의 적합도 지수는 수용기준을 충족하고 있으며, 집중타당도와 판별타당도 검토 결과 하위요인 구성도 적절한 것으로 확인되었다. 셋째, 3개 영역별 문항의 신뢰도는 .85∼.93 범위로 나타나 신뢰도가 확보되었다. 넷째, 본 척도와 유아교사의 창의적 교육 신념 간의 상관이 유의한 것으로 확인되어 공인타당도가 검증되었다. 이를 통해 본 척도는 유아교사의 놀이지원역량을 다차원적이고 다층적으로 측정하기에 적합한 도구임이 확인되었다.

잠재프로파일 분석(LPA)을 활용한 어린이집 교사의 놀이지원역량 유형 탐색

김화록,김보현,박미경,이홍재 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.18

Objectives The purposes of this study are to explore latent profiles of childcare teachers with play support competence (PSC) and to describe each latent profile characteristic. Methods The present study conducted a survey to a total of 338 childcare teachers who were working childcare center in metropolitan. We composed PSC of childcare teacher into cognitive, affective and practical competence, and analyzed latent profiles according to their PSC level. We analyzed latent profile, which is a person-centered approach, and based on the results, we categorized the PSC profile of childcare teachers and defined their characteristics. Results The results revealed that we classified five PSC profiles: the ‘lowest PSC profile’, which had very low levels of cognitive, affective, and practical competence related to play support, was 4.14% of all childcare teachers, the ‘low PSC profile’, which had relatively low cognitive, affective, and practical competence levels, was 19.23% of all, the ‘medium PSC profile’, which had average level of each competence, was 37.28% of all, the ‘high PSC profile’, which had relatively high level of each competence, was 22.78% of all, and the ‘highest PSC profile, which had very high level of each competence, was 16.57% of all. Conclusions Based on the results, this study suggests that there are various groups according to the level of PSC within the childcare teacher group, rather than considering the childcare teacher as the ‘cohort group’ in relation to PSC. We also suggest that customized approach considering the profile characteristics related to PSC is required. 목적 본 연구의 목적은 어린이집 교사의 놀이지원역량 수준에 따른 잠재프로파일 유형을 분석하고, 놀이지원역량 프로파일 유형별특성을 규명하여 놀이지원역량 개선방안을 제시하는데 있다. 방법 수도권 지역 어린이집에 근무하는 교사 338명을 대상으로 설문조사를 진행하였다. 어린이집 교사의 놀이지원역량을 인지적, 정의적, 실천적 역량으로 구분하고, 놀이지원역량 수준에 따른 잠재프로파일 분석(Latent Profile Analysis: LPA)을 실시하였다. 사람 중심적 접근(person-centered approach)인 잠재프로파일 분석을 활용하여 어린이집 교사의 놀이지원역량 프로파일 유형을 확인하고 그 특성을 규명하였다. 결과 잠재프로파일 분석 결과, 어린이집 교사의 놀이지원역량 잠재프로파일 유형은 인지적 역량, 정의적 역량, 실천적 역량의 상호결합 정도에 따라 5개로 도출되었다. 놀이지원 관련 인지, 정의, 실천적 역량 수준이 모두 매우 낮은 ‘놀이지원역량 최저 집단’은 전체어린이집 교사의 4.14%, 인지, 정의, 실천적 역량 수준이 비교적 낮은 ‘놀이지원역량 저집단’이 19.23%, 인지, 정의, 실천적 역량수준이 모두 평균수준인 ‘놀이지원역량 중집단’이 37.28%, 인지, 정의, 실천적 역량 수준이 비교적 높은 ‘놀이지원역량 고집단’이22.78%, 인지, 정의, 실천적 역량 수준이 매우 높은 ‘놀이지원역량 최고 집단’은 16.57%로 분류되었다. 결론 본 연구는 놀이지원역량과 관련하여 어린이집 교사를 단일집단으로 인식하기 보다는 집단내 놀이지원역량 수준에 따른 다양한 집단이 존재할 수 있다는 점에 주목해야 하고, 각 집단의 특성을 고려한 맞춤형 접근이 필요함을 제안하였다.

교사의 갈등관리 유형이 유아교육 공동체 구현 역량에 미치는 영향

김화록(Hwa Rok Kim),차미연(Mi Yeon Cha),최성분(Seong Bun Choi),박익정(Ik Jeong Park) 한국갈등학회 2022 한국갈등학회보 Vol.6 No.1

유아교사 놀이지원역량 영역 및 지표 구성에 관한 탐색 연구 : 전문가 델파이 기법을 활용한 내용타당도를 중심으로

김화록(Kim Hwa Rok),김보현(Kim Bo Hyun),구광현(Koo Kwang Hyun) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.22

목적 본 연구의 목적은 유아교사의 놀이지원역량을 평가할 수 있는 놀이지원역량의 영역 및 지표를 탐색해 보는데 있다. 방법 이를 위해 선행연구 분석 및 전문가 검토를 거쳐 3개 영역, 7개 하위요인, 92개 문항으로 1차 지표를 구성하고 2차례의 전문가 델파이 조사를 통해 내용타당도를 분석하였다. 1차 델파이 조사는 학계전문가 5명, 실무 전문가 8명을 대상으로, 2차 델파이 조사는 학계전문가 5명, 실무 전문가 20명을 대상으로 진행되었다. 결과 1차, 2차 델파이 조사를 통해 놀이지원 역량 영역 및 지표의 내용타당도를 탐색해본 결과 인지적 역량은 놀이지원 지식(5문항), 놀이지원 기술(6문항)의 총 11문항으로, 정의적 역량은 놀이지원 신념(5문항), 놀이지원 감수성(5문항)의 총 10문항, 실천적 역량은 놀이지원 계획(5문항), 놀이지원 실행(6문항), 놀이지원 평가(5문항)의 총 16문항으로 최종 지표가 구성되었다. 결론 본 연구를 통해 구성된 지표는 내용타당성이 입증되었으므로 이후 심도 있는 이론적인 논의를 통해 측정 지표를 영역별로 개발하고 타당화하는 과정이 진행되어야 할 것이다. Objectives The purpose of this study is to explore the areas and indicators of play support competency that can evaluate play support competency of early childhood teachers. Methods To this end, the first draft, which consists of 3 domains, 7 sub-factors, and 92 questions, was developed through the analysis of prior researches and expert review, and then the first Delphi survey was conducted with 5 academic experts and 8 practical experts. As the result of the first survey, the second draft was composed and was followed by the second Delphi survey conducted targeting 5 academic experts and 20 practical experts. Results Through the methodological process, the final indicators, which consists of 3 domains, 7 sub-factors, and 37 items, was identified. The first domain is cognitive competency whose sub-factors are ‘play support knowledge’ made of 5 items and ‘play support skills’ constructed of 6 items. The second domain is affective competency whose sub-factors have ‘play support belief’ composed of 5 items and ‘play support sensitivity’ formed of 5 items. The third domain is practical competency whose sub-factors contain ‘play support plan’ made of 5 items and ‘play support implementation’ composed of 6 items, and ‘play support evaluation formed of 5 items. Conclusions The indicators constructed through this study were proven to be valid. Therefore, the process of developing and validating the indicators by area through in-depth theoretical discussions should proceed based on this study.

유아교사의 개인 배경 변인에 따른 전문성 지원환경 인식 차이 연구

김순영,구광현,김화록 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.24

Objectives In this study, we tried to analyze and discuss the differences in perception of early childhood teachers' personal background variables(age, academic background, career, type of early childhood education institution, and age) (opportunities for professional learning and development, relationship between teachers and directors, expectations for teachers and infants, and decision-making). Methods A total of 624 early childhood teachers working in kindergartens and daycare centers in the metropolitan and non-metropolitan areas were surveyed to collect data. Using SPSS 21.0, independent sample t-verification, ANOVA, and Scheffé follow-up verification were conducted to analyze differences in recognition and technical statistics such as internal consistency analysis, data normality verification, mean and standard deviation. Results In terms of professional learning and development opportunities, there were significant differences in perception according to the age, career, type of early childhood education institution, and age of the teacher and director. In the perception of expectations for teachers and infants, there was a significant difference according to the age of teachers and the type of early childhood education institution. However, in the case of teacher autonomy and decision-making, no significant difference in perception was found according to individual background variables. Conclusions Based on these findings, it was suggested that it is necessary to establish a professional support environment considering the individual characteristics of early childhood teachers, and that discussions on the professional support environment for early childhood teachers need to be approached by subdividing them into sub-variables as well as higher concepts. In addition, the necessity of activating various in-house activities, seminars, and study meetings in consideration of teacher experience to support the professional development and learning of early childhood teachers was discussed.

보육교사의 일-가정 갈등에 관한 인식 연구

이명한(Mueng Han Lee),김화록(Hwa Rok Kim),강예자(Ye Ja Kang),이수진(Su Jin Lee) 한국갈등학회 2023 한국갈등학회보 Vol.7 No.2

The purposes of this study were to analyze the difference in perception of work-family conflict (WFC) according to the personal background variables of childcare teachers and to discuss theoretical and practical implications. We analyzed the differences in perception of WFC according to the age, education teacher experience, marital status of childcare teachers, type of daycare center facility, infant age, and class size in charge. To this end, a survey was conducted on 1,045 childcare teachers working at daycare centers in the metropolitan area and data were collected. We analyzed independent sample t-test, one-way variance analysis (ANOVA), and Scheffé using SPSS. According to the results of the analysis of the difference in perception, it was found that the conflict at home due to work (workplace) recognized by the childcare teacher had a significant difference only in the age of the teacher. It was found that teachers in their 30s and 40s had a higher perception of conflict at home due to work than teachers in their 50s or older. It was confirmed that the conflict at work due to the role at home had significant differences according to the age, marital status, facility type, and teacher experience of the teacher. Based on the results, this study emphasized the need for effective management of work-family conflicts of childcare teachers and discussed customized conflict management support measures considering the personal characteristics of childcare teachers.

유아교사가 인식한 사회적 지지가 그릿에 미치는 영향

김숙미(Sook Mi Kim),구광현(Kwang Hyun Koo),김화록(Hwa Rok Kim),이명한(Mueng Han Lee) 한국홀리스틱융합교육학회 2022 홀리스틱융합교육연구 Vol.26 No.4

The purpose of this study is to provide basic data for early childhood teachers’ grit improvement program development and social support network establishment. For this purpose, the effect of social support on grit perceived by early childhood teachers was analyzed focusing on the teachers’ background variables and sub-variables of social support. To this end, online and offline surveys were conducted on 754 early childhood teachers working in Seoul, Gyeonggi, and Incheon, and 750 copies of the collected questionnaires were used for analysis. On the whole, the result of the study confirmed that the social support perceived by the teachers had a generally positive effect on grit. Going into details about the results, first, the teachers’ background variables(age, education level, teaching career) had a positive effect on passion and interest persistence among the sub-variables of grit(passion, persistence, interest persistence), and age and educational background was found to have a significant effect on persistence. On the other hand, as a result of analyzing the additional input of social support variables along with the background variables of the teachers, age had an effect on all sub-variables of grit, and education had an effect on passion and interest persistence, but career had no significant effect on grit. Second, social support had a significant explanatory power in improving the grit of the teachers. In particular, among the sub-variables of social support, informational support and appraisal support had a significant effect on the sub-factors of grit. The above study results suggest that in order to increase the grit of early childhood teachers, it is necessary to increase the teachers’ social support and to provide various support systems that can help the teachers. 본 연구는 유아교사가 인식한 사회적 지지가 그릿에 미치는 영향을 교사의 배경 변인과 사회적 지지의 하위변인을 중심으로 분석하여 유아교사의 그릿 향상 프로그램 개발과 사회적 지지망 구축에 대한 기초자료를 제공하는 데 목적이 있다. 이를 위해 서울, 경기, 인천에 근무하는 유아교사 754명을 대상으로 온라인과 오프라인 설문조사를 실시하여 회수된 설문지 중 750부를 분석에 활용하였다. 연구결과, 유아교사가 인식한 사회적 지지가 그릿에 대체로 긍정적 영향을 미치는 것으로 확인되었다. 첫째, 유아교사의 개인적 배경 변인(연령, 학력, 경력)은 그릿의 하위변인(열정, 끈기, 흥미 지속성) 가운데 열정과 흥미 지속성에 정적 영향을 미치는 것으로 확인되었고, 연령과 학력만이 끈기에 의미 있는 영향을 미치는 것으로 나타났다. 한편, 교사의 개인적 배경 변인과 함께 사회적 지지의 하위변인을 추가로 투입하여 분석한 결과, 연령은 그릿의 하위변인 모두에, 학력은 열정과 흥미 지속성에 영향을 미치지만 경력은 그릿에 의미있는 영향이 없는 것으로 나타났다. 둘째, 사회적 지지는 유아교사의 그릿 향상에 상당한 설명력을 가지고 있음이 확인되었다. 특히 사회적 지지의 하위변인들 가운데 정보적 지지와 평가적 지지가 그릿의 하위요인들에 유의한 영향을 미치는 것으로 확인되었다. 이상의 연구결과는 유아교사의 그릿을 높이기 위해서는 교사의 사회적 지지를 높여야 하며, 이를 위해서는 교사들의 업무수행을 도울 수 있는 다양한 지원체계가 마련되어야 함을 시사한다.

기술수용모형을 활용한 보육교사의 코딩교육 실행 의도 영향 요인

김보현(Bo Hyun Kim),구광현(Kwang Hyun Koo),김화록(Hwa Rok Kim) 한국보육학회 2021 한국보육학회지 Vol.21 No.1

Objective: The purpose of this study is to analyze the factors of acceptance of early childhood coding education for child care teachers. To this end, by applying the technology acceptance model (TAM), the structural influence of the perceived support for the ledger, the perceived educational convenience of early childhood coding education, the perceived instructional usefulness, attitude, and the intention to implement coding education were analyzed. Methods: The subjects of this study were 312 teachers working in daycare centers in the metropolitan area, and a survey was conducted. For data analysis, measurement model analysis, correlation analysis, and structural model analysis were performed using SPSS and AMOS. Results: As a result of the study, it was found that the support of the ledger had a positive effect on the perceived educational convenience and usefulness of classes in coding education. In addition, it was found that child care teachers who are fully aware of the educational convenience and usefulness of instruction for early childhood coding education, and who have a positive attitude, show positive intentions for implementing early childhood coding education. It was found that the perceived usefulness of instruction had a greater effect on the child care teachers intention to implement coding education than the perceived educational convenience of child care teachers. This shows that the teachers belief in coding education, such as perceived educational convenience and instructional usefulness, is an important preceding factor. Conclusion/Implications: These results suggest that in order to revitalize coding education in early childhood education, it is necessary to increase the belief in coding education of childcare teachers, and support for this is required.