보육교사의 대인관계능력과 아동권리존중 실행의 관계에서 아동권리인식과 민감성의 매개효과

김효정 ( Kim Hyo-jung ),강수경 ( Kang Su-kyoung ) 한국유아교육학회 2021 유아교육연구 Vol.41 No.4

본 연구는 보육교사의 대인관계능력과 아동권리존중 실행의 관계에서 아동권리인식과 민감성의 매개효과를 살펴보는데 목적이 있다. 본 연구를 위해 서울 및 경기 지역에 소재한 보육시설에 근무하는 보육교사 293명을 대상으로 설문조사를 실시하였다. 자료분석은 SPSS 22와 M-plus7 프로그램을 이용하였고, 주요변인들의 경로와 구조를 알아보기 위하여 구조방정식 모형분석을 실시하였으며, 매개효과검증을 위해 Bootstraping방법을 사용하였다. 연구결과는 다음과 같다. 첫째, 보육교사의 대인관계능력은 아동권리인식과 민감성에 직접적인 영향을 미치는 것으로 나타났다. 둘째, 보육교사의 민감성은 아동권리존중 실행에 직접적인 영향을 미치는 것으로 나타났다. 셋째, 보육교사의 대인관계능력과 아동권리존중 실행의 관계에서 민감성의 매개효과가 나타났다. 넷째, 보육교사의 대인관계능력과 아동권리존중 실행에 미치는 영향에서 아동권리인식과 민감성의 이중매개효과가 나타났다. 본 연구결과를 토대로 보육교사의 민감성과 아동권리인식을 높이는 방안을 모색하고, 아동권리존중 실행을 향상시키기 위한 기초자료를 제공하고자 하였다. The purpose of this study is to identify the relationships between childcare teachers’ interpersonal skills, teachers’ awareness of children’s rights, teachers’ sensitivity and practice of respecting children’s rights, and to investigate the mediation effects of childcare teachers’ awareness of children’s rights and teachers’ sensitivity on their practice of respecting children’s rights. The subjects surveyed were 293 childcare teachers in childcare facilities in Seoul and Gyeonggi area. Data analysis was performed using the SPSS 22 and M-plus7 programs for statistical processing. Structural Equation Modeling were conducted to analyze the data and bootstrapping method suggested was used to verify the mediating effect. The results are as follows. First, the interpersonal skills of childcare teachers had a direct effect on the awareness of children's rights and teacher’s sensitivity. Second, the sensitivity of childcare teachers directly affects on the practice of respecting children's rights. Third, regarding the effects of childcare teachers’ interpersonal skills on their practice of respecting children’s rights, a mediating effect of teacher’s sensitivity was observed. Fourth, the effect of childcare teachers’ interpersonal skills on their practice of respecting children’s rights showed significant dual mediation effects of awareness of children's rights and teacher’s sensitivity. Based on the results of this study, the study was intended to seek ways to increase the sensitivity of childcare teachers and awareness of children's rights, and to provide basic data to improve the practice of respecting children's rights.

어린이집의 하루일과에서 영아반 보육교사가 실행하는 영아권리존중보육에 관한 연구

윤진주(Jin-Ju Youn) 한국산학기술학회 2017 한국산학기술학회논문지 Vol.18 No.6

본 연구의 목적은 영아반 보육교사가 어린이집의 하루일과 속에서 영아권리존중보육을 어느 정도 실행하고 있는지를 살펴보는데 있다. 이를 위하여, J도 G시에 소재한 어린이집 영아반을 담당하는 보육교사 210명을 대상으로 설문 조사를 실시하였다. 연구결과, 첫째, 어린이집 하루일과에 따른 영아권리존중보육의 실행 수준을 보육교사의 학력, 경력, 연령, 전공에 따라 차이를 검증한 결과, 전체적으로 유의미한 차이는 없었다. 그러나 등원시간과 화장실 다녀오는 시간에는 4년제졸업이상 학력교사보다 전문대졸 학력교사가, 등원시간과 낮잠 재우는 시간에는 50대 이상 연령교사보다 30∼40대 연령교사가 영아의 권리를 보다 존중하는 보육을 실행하는 것으로 나타났다. 둘째, 보육교사의 연령과 전공에 따라서 전체적으로 유의미한 차이가 있었다. 하위영역별로 살펴보아도, 교사의 연령에 따라서는 의사 존중, 개별성 존중, 정보 제공에서 50대 이상 연령교사보다 30∼40대 연령교사가, 교사의 전공에 따라서는 자율성 존중, 개별성 존중에서 유아교육 계열 전공교사보다 보육복지 계열 교사가 영아 최우선의 원칙에 따라 영아의 권리존중보육을 보다 우수하게 실행하는 것으로 나타났다. 셋째, 두 관련변인의 관계성을 살펴본 결과, 통계적으로 유의미한 정적인 관련성이 있는 것으로 나타났다. 즉, 보육교사가 어린이집의 하루일과에 따라 실행하는 영아권리존중보육을 많이 할수록 영아 최우선의 원칙에 따른 영아권리존중보육도 많이 한다는 것을 알 수 있다. 이러한 연구결과는 양적·질적으로 우수하고 균형 있는 영아의 권리존중 내실화를 다지는데 필요한 기초자료로 활용될 수 있을 것이다. This study examined the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers occurs. To achieve these objectives, a questionnaire survey was conducted on 210 infant classroom childcare teachers who were in charge of theday-care center classrooms located in [G] city of [J] province. The results of the research confirmed that firstthere were no statistically significant differences when verifying the extent to which childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers according to the final education level, professional experience, age, and education major of the infant classroom childcare teacher. On the other hand, the results confirmed that when analyzing for arrival time for infant classroom childcare instruction at the day-care center and for the time spent taking the infant to and from the bathroom, the infant classroom childcare teachers who had graduated from 2 year colleges showed more respect for infant rights compared to that of infant classroom childcare teachers who had graduated from 4 year universities, and for the arrival time for infant classroom childcare instruction at the day-care center and nap times, the infant classroom childcare teachers who were above 50 years of age showed more respect for infant rights compared to that of infant classroom childcare teachers who were in their 30s and 40s. The results of the research confirmed that there were statistically significant differences for both the age and education major of the infant classroom childcare teachers. When examining each of the sub-factor, the age of the infant classroom childcare teachers, respect for the infant’s opinion, respect for individuality, and for information provision, infant classroom childcare teachers older than 50 years of age were shown to exercise a higher level of respect for the infant according to the rule of prioritizing the infant compared to infant classroom childcare teachers in their 30s and 40s, and infant classroom childcare teachers who majored in infant education-related majors exercised a higher level of respect for the infant for respecting freedom and autonomy compared to that of infant classroom childcare teachers who majored in welfare and childcare-related fields. The results of the research confirmed a statistically significant static correlation between the two related variables. Therefore, this suggests that the more childcare methods of infant classroom childcare teachers who respect infant rights in the everyday teaching curriculum at day-care centers, the more childcare methods of infant classroom childcare teachers who respect infant rights occurred according to the rule of prioritizing the infant. These results can be used to establish both quantitatively and qualitatively an excellent and balanced respect for infant rights.

嬰幼兒權利尊重保育의 實際에 대한 小考: 예비보육교사의 인식을 중심으로

윤호열(Yoon, Ho-Yeol) 동아인문학회 2020 동아인문학 Vol.53 No.-

본 소고(小考)는 영유아권리존중보육과 관련하여 보육교사 윤리강령에 포함된 아동권리의 개념을 탐색하고 예비보육교사를 대상으로 嬰幼兒 보육현장에서의 嬰幼兒權利尊重保育의 필요성과 그 실행에서의 어려움에 대한 인식을 알아보고자 하였다. 보육교사 윤리강령에 포함된 아동권리의 개념이 사용된 단어들과 주제어 유목화를 통해 추출되었으며 2018년부터 2019년까지 K시와 P시에서 진행되는 보육교사양성과정에 등록한 총 244명의 예비보육교사들을 대상으로 嬰幼兒 보육시설에서 嬰幼兒權利尊重保育이 시행되어야 할 필요성, 그 실행과정에서의 장해(障害)요인에 대해 자유롭게 기술하도록 비구조화된 서술식 설문조사가 진행되었다. 수집된 서술자료로부터 아동권리 전문가 2인의 토론을 거쳐 유목화된 주요 단어들이 추출되었으며, 추출된 단어들은 빈도분포와 워드클라우드(word cloud)를 통하여 제시되었다. 보육교사 윤리강령에는 아동권리 및 보육교사 책무와 관련된 개념들이 상당수 포함되어 있는 것으로 나타났다. 예비보육교사들 대부분은 嬰幼兒權利尊重保育이 當爲的으로 실시되어야 한다고 인식하였으며, 영유아권리존중보육에서 교사, 알아야하는 것, 인식해야하는 것을 가장 많이 서술했다. 嬰幼兒權利尊重保育을 방해하는 장해 요인으로는 교사의 과도한 업무와 인력부족 등 교사의 복지 및 처우에서의 미흡함, 부모관련 변인, 그리고 교사의 전문적 기술 등을 인식하는 것으로 나타났다. 이러한 결과들은 嬰幼兒權利尊重保育과 관련된 선행연구들과의 관계 맥락에서 연구의 한계점과 함께 논의되었다. This article explores the concept of child Rights included in the Code of Ethics for Child Care Teachers in relation to Child Care with Respect for Young Children’s Rights’, and aims at preliminary child care teachers in ‘Child Care with Respect for Young Children’s Rights’. It was conducted to find out the recognition of the necessity of, and the difficulties in its implementation. First, as included in the Code of Ethics for Childcare Teachers, the concept of children’s Rights was extracted through classification of used words and main words. Secondly, a survey was conducted of a total of 244 preparatory child care teachers enrolled in the childcare teacher training courses held in K city and P city from 2018 to 2019. The two questions for the rest of the study goals were as follows: 1) What is the need to implement ‘Child Care with Respect for Young Children’s Rights’ in infant care institutions? 2) What are the obstacles in the process of implementing ‘Child Care with Respect for Young Children’s Rights’? An unstructured narrative survey was conducted to freely describe the above two questions. From the collected narrative data, through discussions of two experts on child rights, nomadized main words were extracted, and the extracted words were presented through frequency distribution and word cloud. The result is as follows. First, it was found that the ‘Code of Ethics for Childcare Teachers’ contains many concepts related to child Rightsand responsibility of childcare teachers. Second, most of the preparatory child care teachers recognized that ‘Child Care with Respect for Young Children’s Rights’ should be carried out naturally, and they most often described ‘teacher’, ‘what you need to know’, and ‘what you need to recognize’ in respect for infants’ rights. Third, obstacles that hinder ‘Child Care with Respect for Young Children’s Rights’ include ‘excessive work of teachers’, ‘lack of teacher manpower’, ‘insufficiency in the welfare and treatment of teachers’, ‘parent-related variables’, and ‘teacher’s professional skills’. These results were discussed along with limitations of the study in the context of the relationship with previous studies related to ‘Child Care with Respect for Young Children’s Rights’.

영유아권리존중 프로그램이 교사의 심리적 안녕감과 영유아권리존중 보육실행에 미치는 영향

김영숙,백지순,신은경 한국교원대학교 유아교육연구소 2023 한국유아교육연구 Vol.25 No.4

본 연구는 영유아권리존중 프로그램을 개발하여 교사의 심리적 안녕감과 영유아권리존중 보육실행에미치는 영향을 알아보고자 하였다. 연구대상은 경북 G시에 위치한 G어린이집(실험집단 10명)과 T어린이집(비교집단 9명)에 재직중인 보육교사 19명이었다. 실험집단의 교사들은 12주간에 걸쳐 영유아권리존중 프로그램을 실시하였다, 비교집단의 경우에는 별도의 프로그램 없이 표준보육과정에 따른 수업을 진행하였다. 영유아권리존중 프로그램의 효과를 검증하기 위하여 실시 전, 후에 심리적 안녕감과 영유아권리존중 보육실행에 대한 검사를 실시하였다. 수집된 자료의 통계처리는 SPSS 22.0 프로그램을 이용하였고, 사전검사에대해 독립표본 t-test를 실시하여 동질성 검증을 하였다. 본 연구의 결과는 다음과 같다. 첫째, 영유아권리존중프로그램은 교사의 심리적 안녕감을 향상시키는 데 효과가 있었으며, 하위영역인 자아수용성, 긍정적 대인관계, 자율성, 환경에 대한 통제력, 삶의 목적, 개인적 성장 향상에도 효과적임이 검증되었다. 둘째, 영유아권리존중 프로그램은 영유아권리존중 보육실행 수준에 긍정적 영향을 미쳤으며, 하위영역인 하루일과 존중과아동 최선의 이익 향상에도 효과적임이 검증되었다. 따라서 교사의 심리적 안녕감을 도모하고, 더 나은영유아권리존중 보육실행을 위해 교육기관 및 구성원의 요구와 특성에 적합한 영유아권리존중 프로그램을제공하는 데 기초자료로 활용될 수 있을 것이다. This study attempted to investigate the effect of teachers' psychological well-being and respect for infant rights on childcare implementation by developing a program for respecting infant rights. The subjects of this study were 19 childcare teachers working at G Daycare Center (10 experimental groups) and T Daycare Center (9 comparative groups) located in G city, Gyeongsangbuk-do. The teachers in the experimental group conducted a respect for infant rights program for 12 weeks, and in the case of the comparative group, classes according to the standard childcare course were conducted without a separate program. In order to verify the effectiveness of the infant rights respect program, tests on psychological well-being and respect for infant rights were conducted before and after the implementation. The SPSS 22.0 program was used for statistical processing of the collected data, and homogeneity was verified by performing an independent sample t-test for the pre-test. The results of this study are as follows. First, the infant rights respect program was effective in improving the psychological well-being of teachers, and it was verified that it was effective in improving the sub-areas of self-acceptance, positive interpersonal relationships, autonomy, control over the environment, purpose of life, and personal growth. Second, the respect for infant rights program had a positive effect on the level of infant rights respect child care implementation, and it was proven to be effective in improving the best interests of children as well as respecting the sub-areas of one day. Therefore, it is necessary to provide a variety of infant rights respect programs suitable for the needs and characteristics of educational institutions and members to promote teachers' psychological well-being and to better implement respect for infant rights childcare.

보육교사의 직무만족도가 영유아권리존중에 미치는 영향: 조직건강성의 부분매개효과를 중심으로

김정희 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.24

Objectives The purpose of this study was to analyze the effect of job satisfaction and organizational health recognized by childcare teachers on respect for infant rights, and to empirically verify the mediating effect of organizational health in the effect of job satisfaction on respect for infant rights. In addition, based on the verified results, it was intended to provide basic data necessary to implement the respect for the rights of infants and toddlers. Methods The study involved 414 childcare teachers working in childcare centers nationwide. A survey was conducted using Google Forms. Job satisfaction was chosen as the independent variable, organizational health as the mediating variable, and respect for children's rights as the dependent variable. Data collected were analyzed using the SPSS program, including reliability testing, correlation analysis, and regression analysis to derive research outcomes. Results First, there was a significant correlation between job satisfaction, organizational health, and respect for infant and child rights of child care teachers. Second, in the context of job satisfaction of nursery teachers and respect for the rights of infants and young children, organizational health was found to have a partial-mediated effect. Conclusions As a result of this study, it was found that it is an important factor in the job satisfaction and organizational health of childcare teachers for respecting the rights of infants and toddlers. Therefore, it is necessary to improve the work environment and prepare and support measures for teacher welfare so that childcare teachers can satisfy their job performance. In addition, it is necessary to prepare and support policy and institutional improvement measures to become a healthy organization taking into account the organizational structure, organizational climate, and leadership of the institution in which childcare teachers work.

영유아권리존중 보육실행에 대한 보육교사의 딜레마: 초임교사와 경력교사를 중심으로

김견미(Kim, Gyeon Mi),구은미(Koo, Eun Mi) 한국어린이교육문화비평학회 2018 영유아교육과정연구 Vol.8 No.2

본 연구의 목적은 영유아권리존중 보육실행에 대한 초임교사와 경력교사가 경험하는 딜레마 상황은 어떠한지에 대해서 심층적으로 살펴보고자 함에 있다. 이를 위해 A지역에 소재한 B어린이집에서 근무 중인 초임교사 3명, 경력교사 3명을 대상으로 약 3개월 동안 총 28회기에 걸친 반구조화된 형태의 개별면담 및 그룹면담을 통해 수집된 자료를 분석하였다. 연구결과, 초임교사는 영유아권리존중 보육을 실행하는 과정에서 권리의 필요성을 알고 있으나 생존기에 있는 교사들에게는 적응하기 힘든 어린이집 생활과 어린이집에서 지켜야 할 약속과 영유아 권리 실행사이에서 딜레마, 그리고 영유아들의 권리가 존중되는 일과를 운영하기 보다는 보호우선주의 사이에서 딜레마를 겪고 있었다. 경력교사는 영유아권리존중 보육실행을 하면 할수록 그 진정한 의미에 대한 고민이 깊어짐에 대해, 영유아들의 개별적인 욕구를 충족시켜주는 것이 권리 존중 보육실행을 의미하는지에 대한 고민, 가정과 연계되지 못하는 권리사이에서 딜레마를 경험하고 있는 것으로 나타났다. 본 연구를 통해 영유아권리존중 보육이 실행되기 위한 교수활동의 향상과 교사의 인식개선을 위한 반성적 사고 증진 및 영유아권리존중 보육이 실현가능할 수 있도록 보육환경과 정책적 지원의 필요성에 대한 시사점을 제공하고자 하였다. This study aimed to explore dilemma of childcare center teachers’ implementation of respecting children’s rights focusing on beginning teachers and experienced teachers. Data were collected from three beginning teachers and three experienced teachers through interviews working at a childcare center located in A city. The findings showed that the beginning teachers were in a dilemma about ‘understanding the needs of children’s rights vs pressure of survival at working place’, ‘rules in classroom vs implementation of respecting children’s rights’, ‘focusing on implementation of respecting children’s rights during daily routine vs protectionism’. The experienced teachers were in a dilemma about ‘true meaning of implementation of respecting children’s rights’, ‘satisfying the individual needs is the real implementation of respecting children’s rights?’, ’ disconnecting with families about implementation of respecting children’s rights’. Despite all that the teachers deeply understood and practiced the real meaning of respecting children’s rights. This study offers implications for teacher educators, administrators and parents about how to support childcare center teachers’s learning, growth, and practice in facilitating children’s rights.

유아교사의 유아권리인식과 교권인식이 유아권리존중 실행에 미치는 영향

박효경,김상림 국제문화기술진흥원 2023 The Journal of the Convergence on Culture Technolo Vol.9 No.5

The purpose of the study was to find out the effect of early childhood teachers’ perception of young children’s right and teachers’ right on their implementation of respect for young children’s right. For this, a questionnaire survey was conducted on 355 early childhood teachers working at early childhood education institutions in the Seoul metropolitan area. Collected data were analyzed with Pearson’s correlation analysis and multiple regression analysis using SPSS 24.0. As a result, the higher the level of early childhood teachers’ perception on young children’s right and teachers’ right, the higher the level of their implementation of respect for young children’s right. In addition, early childhood teachers’ perception of young children’s right and teachers’ right were found to be predictable variables on their implementation of respect for young children’s right. Based on the results, we suggest a need to enhance early childhood teachers’ perception not only on young children’s right but also on teachers’ right to enhance their implementation of respect for young children’s right.

어린이집 원장의 교사권리존중과 보육교사의 소진 및 자기개발욕구 간의 관계

유정희(Jung Hee Yu),이유미(You me Lee),김선정(Sun Jung Kim) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.8

목적 본 연구의 목적은 어린이집 현장에서 보육교사의 소진을 완화시키고 이를 통해 교사의 자기개발욕구를 촉진하는 기관 요인으로서 어린이집 원장의 교사권리존중의 영향을 검증하는 것이다. 방법 서울과 경기도 소재 어린이집에 재직 중인 보육교사 345명을 대상으로 전자 설문조사를 실시하였다. 수집된 자료는 SPSS 25.0 프로그램을 사용하여 빈도분석, 기술통계분석, 상관관계분석 및 매개효과 검증을 위한 위계적 회귀분석을 실시하였다. 결과 연구결과 첫째, 어린이집 원장의 교사권리존중 수준을 하위요인 별로 살펴 본 결과, 운영자율권, 운영참여권, 신분보장권, 근로환경권 순으로 나타났다. 둘째, 어린이집 원장의 교사권리존중은 보육교사의 자기개발욕구와 정적 상관관계로 나타났고, 보육교사의 소진과는 부적 상관관계로 나타났다. 셋째, 어린이집 원장의 교사권리존중이 보육교사의 자기개발욕구에 미치는 영향에서 보육교사 소진의 유의미한 매개효과가 나타났다. 따라서, 어린이집 원장의 교사권리존중은 보육교사의 자기개발욕구에 직접적 영향을 미치며, 보육교사의 소진을 감소시켜 자기개발욕구에 간접적 영향도 미친다고 할 수 있다. 결론 본 연구는 보육교사의 소진 완화와 자기개발욕구 증진을 예측하는 유의미한 변인으로서 어린이집 원장의 교사권리존중의 가치를 객관적으로 입증하였다는 점에서 연구의 의의를 지닌다. 본 연구 결과를 토대로 어린이집 원장의 교사권리존중 인식 재고를 위한 노력과 이를 지원하는 행, 재정적 지원을 기대한다. Objectives The purpose of this study is to verify the effect of the daycare center director's respect for teachers' rights as an institutional factor that alleviates the burnout of childcare teachers at daycare centers and promotes teachers' desire for self-development. Methods An electronic survey was conducted on 345 childcare teachers working at daycare centers in Seoul and Gyeonggi-do. The collected data were subjected to frequency analysis, descriptive statistical analysis, correlation analysis, and hierarchical regression analysis to verify mediating effects using the SPSS 25.0 program. Results As a result of the study, first, looking at the level of respect for teacher rights of daycare center directors by sub-factors, it was found in the order of operation autonomy, operation participation right, status guarantee right, and working environment right. Second, the respect for teacher rights of the head of the daycare center was positively correlated with the self-development needs of childcare teachers, and negatively correlated with the exhaustion of childcare teachers. Third, there was a significant mediating effect of the exhaustion of childcare teachers in the effect of the director's respect for teacher rights on the self-development needs of childcare teachers. Therefore, it can be said that the respect of teacher rights of the head of the daycare center directly affects the self-development needs of childcare teachers, and indirectly affects the self-development needs by reducing the exhaustion of childcare teachers. Conclusions This study is meaningful in that it objectively proved the value of respecting teacher rights of daycare center directors as a significant variable predicting the reduction of exhaustion of childcare teachers and the promotion of self-development needs. Based on the results of this study, we expect the daycare center director's efforts to reconsider the perception of respect for teacher rights, as well as financial support to support it.

보육교사의 긍정심리자본, 조직몰입, 조직건강성이 영유아권리존중 보육실행에 미치는 영향

이지영,문혁준 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.1

Objectives This study examines the relationship between childcare teachers' positive psychological capital, organizational commitment, organizational health, and childcare practices respecting the rights of infants and young children, and examines the influence that childcare teachers' positive psychological capital, organizational commitment, and organizational health have on childcare practices respecting the rights of infants and young children. analyzed. Methods A survey was conducted on 320 childcare teachers working at daycare centers in Seoul from November 1 to November 30, 2022, via mobile link and mail. The collected data were subjected to frequency analysis, descriptive statistics, reliability test, correlation analysis, and multiple regression analysis using SPSS 21.0 program. Results First, there was a significant positive correlation between childcare teachers' positive psychological capital, organizational commitment, organizational health, and childcare practices that respect infants' rights. Second, when looking at the influence of positive psychological capital, organizational commitment, and organizational health of childcare teachers on childcare practices that respect infant rights, self-efficacy, optimism, resilience, continuous commitment among organizational commitments, normative commitment, organizational climate among organizational health, director leadership, and teacher's ability significantly affect daily work and respect, and optimism among positive psychological capital for children's best interests. Conclusions Childcare teachers' positive psychological capital, organizational commitment, and organizational health affect the implementation of childcare that respects the rights of infants and young children. Support and efforts are needed to cultivate childcare teachers' positive psychological capital, prepare measures to increase organizational commitment, and strengthen organizational health. suggests.

유치원 교사의 아동권리 실행 수준

신상화 이화여자대학교 이화어린이연구원 2017 영유아교육: 이론과 실천 Vol.2 No.1

본 연구는 유아교육기관 중 유치원에 근무하는 교사를 대상으로 아동권리의 실행 수준을 살펴보는 것을 목적으로 하였다. 연구 목적을 위해 서울특별시와 경기도 소재의 공립 및 사립 유치원에 재직 중인 교사 291명을 대상으로 설문조사를 실시하였다. 본 연구를 통해 얻은 결과는 다음과 같다. 첫째, 유치원 교사의 아동권리 실행 수준은 대체적으로 높은 수준으로 나타났다. 아동권리의 하위 영역 별로 살펴보면, 생존권, 보호권, 발달권, 참여권 중 생존권에 관한 실행 수준이 가장 높게 나타난 반면, 발달권에 관한 실행 수준이 가장 낮게 나타났다. 둘째, 교사의 개인 변인에 따른 아동권리 실행 수준을 살펴본 결과, 연령, 학력, 경력이 높은 교사집단에서 아동권리 실행 수준이 평균이 대체적으로 높게 나타났다. 기관 변인에서는 공립유치원에 근무하고 있는 교사가 사립유치원에 근무하는 교사보다 아동권리 실행 수준이 높았으며, 높은 연령의 유아를 담당하는 교사의 아동권리 실행 수준이 낮은 연령을 담당하는 교사보다 높은 것으로 나타났다. 본 연구의 결과는 낮은 수준으로 나타난 발달권을 높은 수준으로 향상시킬 필요가 있음을 시사한다. 또한 교사 변인에 따른 교사교육 프로그램 개발, 맞춤형 멘토링 및 장학지도 등 아동발달 실행 수준을 향상시키기 위한 구체적인 방안을 모색할 필요가 있다. The purpose of this study was to investigate the level of children’s rights respected by kindergarten teachers. This study is based on a questionnaire survey of 291 teachers in public and private kindergartens in Seoul and Gyeonggi-do Province. The results of the study are summarized as follows. First, the level of kindergarten teachers’ respect for children’s rights was found to be high in general. In terms of the sub-domains of children’s rights(right to survival, rights to being protected, right to development, and right to participation), the results showed that the level of respect for the right to survival was the highest while that for the right to development was the lowest. Second, according to teachers’personal variables, the higher teachers’level of age, education and work experience tend to the higher average level of respect for children’s rights. In terms of the teachers’institutional variables, teachers in public kindergartens have a higher level of respect for children’s rights than those in private kindergartens. In addition, the result showed that teachers dealing with the children with older ages have a higher level of respect for children’s rights than those with the children with younger ages.