부모와 교사의 유아발달 기대수준

박순이,심성경,박주희 이화여자대학교 사범대학 교육과학연구소 2005 교육과학연구 Vol.36 No.2

본 연구는 유아의 부모와 교사의 유아발달 기대수준을 알아보고, 배경변인에 따른 차이와 어머니-아버지-교사 간 차이를 알아본 것이다. 연구의 대상은 4, 5세 유치원아와 초등학교 1학년생 각 100명씩 총 300명 유아의 아버지와 어머니 300쌍과 담임교사 30명이다. Hess와 Azuma(1981)의 DEQ(Developmental Expectations Questionaire)로 조사한 결과 유아에 대한 부모와 교사의 발달기대수준은 전체적으로 높은 편으로 나타났으며, 배경변인에 따른 차이를 보면 유아의 연령과 교육기관유형에 따라 유의한 차이가 있었다. 즉, 유아의 연령이 증가함에 따라 자녀가 초등학교에 다닐 때 부모와 교사 모두 더 높은 기대수준을 보였다. 아버지- 어머니-교사 간 유아발달 기대수준의 차이를 보면 아버지와 교사 간에는 차이가 없고 어머니의 발달기대수준이 그에 비해 약간 낮은 것으로 나타났다. 배경변인에 따른 아버지-어머니-교사의 발달기대 수준 차이를 보면 유아의 연령과 기관유형에 따라 달랐다. 즉, 아버지와 어머니가 4세와 6세아에 대해 높은 기대수준을 보인 반면 교사는 5세아에 대해 높은 기대수준을 나타냈다. 또한 유치원의 경우는 교사가, 초등학교의 경우는 아버지, 어머니가 더 높은 발달기대수준을 보였다. The main purpose of this study is to investigate the expectation levels of parents and teachers about their children's development. The questions for research are as follows. 1. What is the expectation level of parents and teachers about their children's development? Is there any significant difference in the expectation level of fathers, mothers, and teachers about their children's development according to the background variables? 2. What is the discrepancy among the expectation levels of fathers, mothers, and teachers about their children's development? Is there any significant difference in discrepancies among the expectation level of fathers, mothers, and teachers about their children's development according to the background variables? The subjects of this study were 300 children of 4, 5, and 6 years of age and their parents and 30 teachers from 10 kindergartens and 5 primary schools in K City. The data were collected using DEQ(Developmental Expectation Questionnaire) of Robert D. Hess & Hiroshi Azuma(1981). And the data were analyzed by the statistical methods of M, Sd, t-test, one way ANOVA, with the SPSS/PC Program. The results of this study were summarized as follows; 1. The parents and teachers show high expectation levels about their children's development. They expect their children's early achievements in all the items of developmental tasks. The expectation level of parents about their children's development goes up as children's age. And the parents of primary children show higher expectation levels about their children's development than those of kindergarteners. But The expectation level of teachers about their children's development is highest for the children of age 5, and is higher for the kindergarteners than for primary school children. 2. There is no discrepancy of expectation levels about children's development between fathers and teachers. But the mothers show lower expectation levels about children's development than the fathers and the teachers. There are some significant differences in discrepancies of expectation levels about their children between parents and teachers according to the children's age and a type of educational institution: the fathers and the mothers show much higher expectation level than teachers especially for the children of age 4, 6 and for the kindergarteners.

초등학교 학교교과서 개발 경험에 대한 자문화기술지

이윤미,조상연 한국통합교육과정학회 2023 통합교육과정연구 Vol.17 No.1

The purpose of this study is to reveal the issues and conflicts I experienced in the process of developing school-level textbooks of an elementary school through an autoethnography. Through this, I derived implications related to the development of school-level textbooks were derived. The issues and conflicts I experienced in the process of developing school textbooks were represented by three questions: ‘Why should the school-level textbooks be made?’, ‘Who will make them?’, and ‘How will these school-level textbooks be made?’ The results of the study are as follows. First, schools need systematic school-level textbooks. Second, school-level textbooks should be developed in cooperation with the teacher who taught and the teacher who will teach. Third, school-level textbooks should be developed in the form of edited and completed textbooks. Based on the results and discussions of this study, the implications related to the development of school-level textbooks are as follows. First, the free textbook issuance system should be introduced. Second, it is necessary to support for strengthen teachers' expertise in textbook development. Third, the office of education should support the development of School-level Textbooks. Fourth, it is necessary to reorganize the personnel system for the development of School-level Textbooks. Fifth, the platform to support the development of School-level Textbooks should be established.

Theil-L 지수와 지니계수를 통한 농촌지역 산업 발전의 불균형성 분석

취뤼 ( Rui Qu ),리재웅 ( Zaewoong Rhee ),배승종 ( Seung-jong Bae ),이상현 ( Sang-hyun Lee ) 한국농공학회 2022 한국농공학회 학술대회초록집 Vol.2022 No.-

This study aimed to measure and analyze inequalities in the level of industrial economic development among rural areas from a micro-perspective, using the rural areas at the Eup and Myeon levels throughout South Korea as the basic research objects. First, the country as a whole was divided into nine first-level regions. Subsequently, we obtained the data of industrial sales and employment for each Eup and Myeon for 2010 and 2015, and examine the inequality of industrial economic development level among rural areas through the matching degree of employment and industrial sales. We used the Theil-L index and Gini coefficient to measure the inequalities in the industrial economic development level of each first-level region, throughout South Korea. The results showed that, considering entire South Korea, the inequality in industrial economic development level among rural areas was reasonably balanced. Considering the first-level regions, the levels of inequality varied. Among rural areas in the Chungnam region, inequality was high, and the contribution of the between-city (or county) component was relatively high; inequality in the Gyeongnam region changed from large to reasonably balanced from 2010 to 2015, with the between-city (or county) and within-city (or county) contributions being similar. Gyeonggi, Chungbuk, Gyeongbuk, Jeonbuk, Jeonnam, and Gangwon regions showed relatively balanced inequality levels―especially, the Jeju region was very balanced. Therefore, the results of analysis at the two scales are consistent, and examining inequality in industrial economic development levels among rural areas at the scale of first-level regions, rather than throughout Korea, is more meaningful.

미술치료사의 자의식과 발달수준이 자기효능감에 미치는 영향

김채연,최외선,김갑숙 한국미술치료학회 2014 美術治療硏究 Vol.21 No.1

The purpose of this study is to reveal the therapist factors required to prepare for qualifications as an art therapist from examining the effects of art therapist's self-consciousness and development levels influencing self-efficacy. The research subjects were 210 therapists who have more than three-year career and have been performing more than 10 cases of art therapy in the art therapy field and as for the measuring scale, the self-consciousness questionnaire, consultant development level questionnaire, and consultant self-efficacy questionnaire were used. SPSS 19.0 program was used to perform reliability analysis, frequency analysis, Pearson's product-moment correlation and multiple regression analysis. The findings of this study are as follows: First, the self-consciousness, development level and self-efficacy of art therapists were found to be higher than the intermediate level. Second, the self-consciousness and development level and self-efficacy of art therapists respectively showed significant positive correlations. Third, it was found that private self-consciousness and social anxiety influenced the development level and public self-consciousness, social anxiety and development level had influences on self-efficacy. In addition, the public self-consciousness, social anxiety and development level of self-consciousness directly influenced self-efficacy and private self-consciousness and social anxiety had indirect influences on self-efficacy through development level. This study is significant in that it revealed the factors required to be prepared for professional and capable art therapists and provided information on what efforts should be made and what points should be developed to improve therapy performances. 본 연구의 목적은 미술치료사들을 대상으로 자의식과 치료사 발달수준이 치료사 자기효능감에 미치는 영향을 알아봄으로써, 미술치료사로서의 자격을 갖추는데 필요한 치료사 요인을 밝히는데 있다. 연구대상은 미술치료현장에서 3년 이상의 경력과 10사례이상 미술치료를 실시하고 있는 치료사 210명이며, 측정도구는 자의식 질문지, 치료사 발달수준 질문지, 치료사 자기효능감 질문지이다. 수집된 자료는 SPSS 19.0 program를 사용하여 신뢰도 분석과 빈도분석, Pearson의 적률상관분석, 중다회귀분석, 경로분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 미술치료사의 자의식, 치료사 발달수준, 치료사 자기효능감 수준은 중간 이상의 수준으로 나타났다. 둘째, 미술치료사의 자의식과 치료사 발달수준 및 치료사 자기효능감은 각각 유의한 정적 상관이 있었다. 셋째, 자의식 중 사적 자의식과 사회적 불안은 치료사 발달수준에 영향을 미치고, 공적 자의식과 사회적 불안, 치료사 발달수준은 치료사 자기효능감에 영향을 미치는 것으로 나타났다. 또한, 자의식의 공적 자의식, 사회적 불안, 치료사 발달수준은 치료사 자기효능감에 직접적인 영향을 미쳤고, 사적 자의식과 사회적 불안은 치료사 발달수준을 통해 치료사 자기효능감에 간접적인 영향을 미치는 것으로 나타났다. 이에, 본 연구에서는 전문적이고 유능한 미술치료사로서 자격을 갖추는데 필요한 치료사 요인을 밝혀, 치료성과를 위해 치료사 스스로 어떠한 노력을 기울이고, 어떤 부분을 발전시켜야 하는가에 대한 정보를 제공해 주는데 의의가 있다.

Theil-L 지수와 지니계수를 통한 농촌지역 산업 발전의 불균형성 분석

취뤼 ( Rui Qu ),리재웅 ( Zaewoong Rhee ),배승종 ( Seung-jong Bae ),이상현 ( Sang-hyun Lee ) 한국농공학회 2022 한국농공학회 학술대회초록집 Vol.2022 No.-

This study aimed to measure and analyze inequalities in the level of industrial economic development among rural areas from a micro-perspective, using the rural areas at the Eup and Myeon levels throughout South Korea as the basic research objects. First, the country as a whole was divided into nine first-level regions. Subsequently, we obtained the data of industrial sales and employment for each Eup and Myeon for 2010 and 2015, and examine the inequality of industrial economic development level among rural areas through the matching degree of employment and industrial sales. We used the Theil-L index and Gini coefficient to measure the inequalities in the industrial economic development level of each first-level region, throughout South Korea. The results showed that, considering entire South Korea, the inequality in industrial economic development level among rural areas was reasonably balanced. Considering the first-level regions, the levels of inequality varied. Among rural areas in the Chungnam region, inequality was high, and the contribution of the between-city (or county) component was relatively high; inequality in the Gyeongnam region changed from large to reasonably balanced from 2010 to 2015, with the between-city (or county) and within-city (or county) contributions being similar. Gyeonggi, Chungbuk, Gyeongbuk, Jeonbuk, Jeonnam, and Gangwon regions showed relatively balanced inequality levels―especially, the Jeju region was very balanced. Therefore, the results of analysis at the two scales are consistent, and examining inequality in industrial economic development levels among rural areas at the scale of first-level regions, rather than throughout Korea, is more meaningful.

유아교사의 회복탄력성이 전문성 발달수준에 미치는 영향에서 교사효능감의 매개효과

고은영 한국영유아보육학회 2023 한국영유아보육학 Vol.- No.138

This study was conducted to investigate the effect of the resilience of early childhood teachers on the level of professional development, and to verify the mediating effect of teacher efficacy among them, to suggest a way to increase the level of professional development of early childhood teachers. A survey was conducted through MMS from February 1, 2020 to February 10, 2020, targeting teachers working in kindergartens and daycare centers in Daejeon and Chungcheongnam-do. To achieve the research purpose, SPSS program was used to obtain basic statistics and reliability, and exploratory factor analysis was conducted to verify the validity of the items. To investigate the correlation, Pearson correlation analysis was performed and the influence was verified by hierarchical regression analysis. To investigate the mediating effect of teacher efficacy between recovery resilience and professional development level, Baron and Kenny's three-step regression analysis method was conducted and the significance of the mediating effect was verified by Sobel Test. As a result of the study, it was found that the resilience, teacher efficacy, and professional development level of early childhood teachers all have a positive relationship. It was found that in the order of positiveness, interpersonal ability and self-regulation ability, which are sub-elements of resilience, it affects the level of professional development. It was found that in order of general teacher efficacy and individual teacher efficacy, which are sub-elements of teacher efficacy, professional development level was affected. In addition, the resilience was found to have a significant effect on the level of professional development through teacher efficacy, indicating that teacher efficacy plays a partial mediating role. These findings suggest that in order to increase the level of professional development of early childhood teachers, efforts not only to improve resilience but also to increase teacher efficacy are necessary. 본 연구는 유아교사의 회복탄력성이 전문성 발달수준에 미치는 영향을 알아보고 이들 사이에서 교사효능감의 매개효과를 검증하여 유아교사의 전문성 발달수준을 높이는 방안을 제시하기 위하여 수행되었다. 이를 위하여 대전과 충남의 유치원과 어린이집에 근무하고 있는 교사를 대상으로 2020년 2월 1일~2월 10일에 걸쳐 MMS를 통해 설문조사를 진행하였다. 연구목적 달성을 위해 SPSS 프로그램으로 기초 통계와 신뢰도를 구하고, 탐색적 요인분석을 실시하여 문항의 타당성을 검증하였다. 상관관계를 알아보기 위하여 Pearson 상관분석을 실시하고 위계적 회귀분석으로 영향력을 검증하였다. 회복탄력성과 전문성 발달수준 사이에서 교사효능감의 매개효과를 알아보기 위하여 Baron과 Kenny의 3단계 회귀분석을 실시하고 Sobel Test로 매개효과의 유의성을 검증하였다. 연구결과 유아교사의 회복탄력성, 교사효능감, 전문성 발달수준은 모두 정적인 상관관계가 있는 것으로 나타났으며, 회복탄력성의 하위요인 긍정성, 대인관계능력, 자기조절능력의 순으로 전문성 발달수준에 영향을 미치는 것으로 나타났고 교사효능감의 하위요인 일반적 교사효능감, 개인적 교사효능감의 순으로 전문성 발달수준에 영향을 미치는 것으로 나타났다. 또한, 회복탄력성은 교사효능감을 통하여 전문성 발달수준에 유의한 영향을 미치는 것으로 나타나 교사효능감이 부분매개역할을 하는 것으로 나타났다. 이러한 연구결과는 유아교사의 전문성 발달수준을 높이기 위해서는 회복탄력성 뿐만 아니라 교사효능감을 증진시키기 위한 노력이 필요함을 시사한다고 볼 수 있다.

The Effects of Desire for Self-development and Child Care Commitment on Professional Development Level of Child Care Teachers

김영신,황성온 사단법인 미래융합기술연구학회 2019 아시아태평양융합연구교류논문지 Vol.5 No.3

The purpose of this study was to determine the relative impact of child care teachers' desire for self-development and child care commitment on professional development level. The survey was conducted in 277 child care teachers at child care centers in Incheon city and Gyeonggi-do Province. The collected data were statistically processed using an SPSS 23.0 program. Descriptive statistics was used to determine child care teachers' socio-demographic characteristics; Cronbach's alpha coefficient was estimated for reliability of the instruments. Pearson's correlation analysis was carried out to determine the correlation between research variables. Lastly, multiple regression analysis was performed to determine the relative impact of child care teachers' desire for self-development and child care commitment on their professional development level. The results of this study can be summarized as follows. First, significant positive correlation was found among all of child care teachers' desire for self-development, child care commitment, and professional development level. Second, the relative impact of child care teachers' desire for self-development and child care commitment on their professional development level had meaningful explanatory power. These results suggest that child care teacher's desire for self-development and child care commitment can be important factors for teacher's professional development level.

영아교사의 행복감과 전문성 발달수준이 교사-영아 상호작용에 미치는 영향

이수정(Lee, Soo-jeong),곽경화(Kwack, Kyeong-hwa),백승선(Baek, Seung-Seon) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.6

목적 본 연구에서는 영아교사의 행복감과 전문성 발달수준, 교사-영아 상호작용 간의 관계를 살펴보고 영아교사의 행복감과 전문성 발달수준이 교사-영아 상호작용에 미치는 영향력을 분석하였다. 방법 광주와 전라남도 지역에 소재한 어린이집에 근무 중인 영아반 담임교사 339명을 대상으로 실시하였다. 자료수집은 연구목적 및 취지를 설명 후 연구참여에 동의한 영아반 교사를 대상으로 행복감, 전문성 발달수준, 교사-영아 상호작용 검사도구를 통해 연구자료를 수집하였다. 수집방법은 직접 방문하거나 우편을 통하여 설문지를 배부하고 회수하였다. 수집된 자료는 평균, 표준편차, Pearson 상관분석과 단계적 중다회귀분석을 통해 검증하였다. 결과 영아교사의 행복감과 전문성 발달수준 및 교사-영아 상호작용 간에는 정적인 상관관계가 있는 것으로 나타났으며, 영아교사의 행복감과 전문성 발달수준은 교사-영아 상호작용에 유의미한 영향력을 미치는 것으로 나타났다. 특히 지식과 기술발달, 생태적 발달, 내적행복, 자기 이해 발달 순으로 상대적 영향력을 미치는 것으로 나타났다. 결론 본 연구를 통해 영아교사의 행복감과 전문성 발달수준은 교사-영아 상호작용을 긍정적으로 예측하는 주요 변인이며, 영아교사의 행복감과 전문성 발달수준이 높을수록 교사-영아 상호작용도 보다 긍정적이라는 것을 알 수 있다. 따라서 다양한 재교육과 정기적인 연수를 통해 영아교사의 행복감과 전문성 발달수준을 높여줌으로써 영아들과 질 높은 상호작용을 할 수 있도록 지원해주어야 함을 시사한다. Objectives In this study, the relationship between the toddler teacher s happiness and professional development level, and the teacher-toddler interaction was examined, and the effect of the toddler teacher s happiness and professional development level on the teacher-toddler interaction was analyzed. Methods This study was conducted with 339 homeroom teachers in the infant class working at daycare centers located in Gwangju and Jeollanam-do. For data collection, after explaining the purpose and purpose of the study, the research data were collected from the teachers in the infant class who agreed to participate in the study through a test tool for feelings of happiness, professional development, and teacher-infant interaction. As for the collection method, questionnaires were distributed and collected through direct visits or mail. The collected data were verified through mean, standard deviation, Pearson correlation analysis and stepwise multiple regression analysis. Results As a result of the study, first, in examining toddler teachers’ happiness and teacher-toddler interaction, a positive relationship between toddler teachers happiness and professionalism was observed. A high correlation existed between the happiness of toddler teachers and high level of professional development. Second, the higher level of toddler teachers’ happiness and level of professional development, effect on teacher-toddler interaction. The independent factors such as knowledge, professional development, ecological development, inner happiness, and self-understanding development, affected self-leadership on teacher-toddler interaction teachers are high, teacher-toddler interaction Conclusions The results of this study suggest that if the toddler teachers’ happiness and professional development level of the toddler is also positive. Therefore, this suggests that support for high-quality interaction with toddlers should be provided by raising the level of happiness and professional development of toddler teachers through various re-education and regular training.

의료조직에서 학습조직 구축수준 평가 및 조직유효성과의 관계분석

이선희,조우현,남종해 한국보건행정학회 2005 보건행정학회지 Vol.15 No.3

This study was planned to investigate the relationship between development levels of learning organization and organization effectiveness in Hospital. Data were collected from 285 respondents who have participated in 'Learning Organization Project'(response rate = 50.5%). Structured questionnaire were applied by self administrated survey for two weeks since 2003 May. Main results were as follows; In the result of factor analysis, four factor were created and almost questionnaire items were classified into as same categories as theoretical concepts. Cronbach's a coefficient also showed over 0.7 in all categories. This result means that measurement tool to evaluate the development level of learning organization is valid and reliable. In the comparison of the development level of learning organization by participants' specialties, managerial workers perceived the lowest construction level, while medical technicians evaluated it as the highest level. In regression analysis, the perception levels of work environment, task and human aspect showed positive relationship with job competency significantly. For job satisfaction, levels of task and human aspects had positive relationship significantly. In addition, for organizational commitement, levels of organization and human aspect were positive predictors. Finally, for the satisfaction about experience of learning organization project, levels of environment, task and human aspects were related positively. We concluded from these result that the positive relationship between construction levels of learning organization and organization effectiveness was extended to hospital, besides industrial fields. We recommend the introduction and facilitation of learning organization project in various settings to improve the competency of knowledge management in individual and organizational levels.

Exploring Village Level for the Implementation of the Sustainable Development Goal on Gender Equality and Women’s Empowerment: the Case of Korea’s Saemaul Women’s Association

소가영 국제개발협력학회 2019 국제개발협력연구 Vol.11 No.2

Purpose: The purpose of this paper is to explore village level for the implementation of the Sustainable Development Goal (SDG) on gender equality and women’s empowerment. Originality: The originality of this paper is to fill the literature and practice gaps on discussing how to implement the SDGs, by investigating the feasibility and importance of village level. Methodology: Based on historical institutionalism, this paper incorporates both case study and the analysis of archival materials. The novelty of this methodology comes from interpreting the archival materials, written memoirs of female Saemaul Women’s Association leaders from three different villages. Result: Saemaul Women’s Association, a government-initiated community development program for Koreas’ rural areas, has contributed to enhancing gender equality and women’s empowerment. Through the activities of Saemaul Women’s Association, women have begun to participate in the collective activities at the village level, departing away from their previously-confined space, household. Conclusion and Implication: This historical case study of Saemaul Women’s Association raises village level as the unit of implementation for the SDG on gender equality and women’s empowerment. Adopting village level enables women on the ground to voice their opinions and empower themselves. So far, dominantly, the approach to the international cooperation and development has been one-sided from developed countries to developing countries, resulting in the neglect of diverse and heterogenous contexts across countries of different development levels. In this regard, this research, adopting village level, stresses the context diversity could be a significant driver of development.