유치원교사의 동료교사와 원장에 대한 신뢰관계와 직무만족이 역할수행에 미치는 영향 = The Effects of Trust Relationship for Peers and Directors and Job Satisfaction on Role Performance among Kindergarten Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate relations between trust relationship and role performance for peers and directors among kindergarten teachers and also between their job satisfaction and role
performance. Its findings my serve as related data to improve the role performance of kindergarten teachers along with the importance of role performance and contribute to overall higher quality of education
including smooth interactions and positive role performance between kindergarten teachers and young children.
For this purpose, the study set the following research questions:
First, what kind of relation is there between kindergarten teachers' trust relationship with their peers and role performance?
Second, what kind of relation is there between their trust relationship for directors and role performance?
Third, what kind of relation is there between their job satisfaction and role performance?
The subjects include 267 kindergarten teachers at private kindergartens,
kindergartens attached to elementary school, and independent kindergartens in Busan. Measurement instruments were inventories on trust relationship for peer teachers and directors, job satisfaction and role performance. The investigator collected data with an open questionnaire reorganized based on previous studies and analyzed the data in the following steps: first, descriptive statistical analysis was conducted to
examine kindergarten teachers' trust relationship for peers and directors,
job satisfaction, and role performance; second, correlations were analyzed to check relations among their trust relationship for peers and directors, job satisfaction, and role performance; and third, stepwise multiple
regression analysis was performed to examine the relative effects of role performance on trust relationship for peers and directors and job satisfaction.
The findings were summarized as follows:
The study examined correlations among kindergarten teachers' trust relationship for peers and directors, job satisfaction, and role performance and found that there were positive correlations among the three
variables. There were the highest correlations between job satisfaction and role performance, which indicates that the higher their job satisfaction was, the greater their role performance became. There were
positive correlations between all the subfactors of trust relationship for peer and those of trust relationship for directors. There were the highest correlations between teacher-teacher trust relationship, a subfactor of
trust relationship for peers, and teacher-director correlation coefficient, a subfactor of trust relationship for directors. There were positive correlations between all the subfactors of trust relationship for peers and
role performance. There were the highest correlations between the sincerity of peers, a subfactor of trust relationship for peers, and roles as a curriculum design, a subfactor of role performance. Only one subfactor
of job satisfaction, work satisfaction, had no correlations with the subfactors of trust relationship for peers. There were significant but weak correlations between the abilities of peers, a subfactor of trust relationship for peers, and reward, possibility of future development, and autonomy, subfactors of job satisfaction. There were the highest correlations between the favorableness of peers, a subfactor of trust relationship for peers, and comradeship, a subfactor of job satisfaction. There were positive correlations between all the subfactors of trust relationship for directors and those of role performance. The subfactors of trust relationship for directors had no correlations with the subfactors of job satisfaction. As for correlations between the subfactors of role performance and those of job satisfaction, work satisfaction, a subfactor
of job satisfaction, had no correlations with the subfactors of role performance. There were the highest correlations between roles as a researcher, a subfactor of role performance, and possibilities of future
development, a subfactor of job satisfaction. When kindergarten teachers are satisfied with their job, they will have a sense of reward for working at their institutions, increase in job results, and ultimately
contribute to the higher quality of early childhood education institutions. When they had high trust in their peers and directors and high job satisfaction in the performance of their job, they will feel value in their
work, recognize more that they exert their abilities and are recognized for their job, and thus take more interest in job satisfaction.
These findings demonstrate that kindergarten teachers' trust relationship for peers and directors and job satisfaction had effects on their role performance and raise a need for eventual multifaceted policy supports
and institutional improvements for kindergarten teachers to enhance their role performance and provide better education.
The study suggests that kindergarten teachers' role performance abilities can be promoted by increasing their satisfaction with their job itself and helping them maintain their relationships with their peers and teachers in
a desirable and friendly manner, thus contributing to the higher qualityof education.

국문 초록 (Abstract)

본 연구는 유치원교사의 동료교사와 원장에 대한 신뢰관계, 역할수행 간의 관계를 알아보고, 유치원교사의 직무만족과 역할수행간의 관계를 살펴보기 위하여 수행되었다. 역할수행의 중요성과 함께 유치원교사의 역할수행을 향상시킬 수 있는 관련 자료로 활용될 수 있을 것이며, 유치원교사의 유아와의 원활한 상호작용과 긍정적인 역할수행 등 전반적인 교육의 질을 높이는데 도움이 될 수 있을 것이다.
본 연구의 목적을 달성하기 위해 선정한 연구문제는 다음과 같다.
첫째, 유치원 교사의 동료교사에 대한 신뢰관계와 역할수행 간의 관계는어떠한가?
둘째, 유치원 교사의 원장에 대한 신뢰관계와 역할수행 간의 관계는 어떠한가?
셋째, 유치원 교사의 직무만족과 역할수행간의 관계는 어떠한가?
연구대상은 부산지역에 소재한 사립유치원, 병설유치원, 단설유치원에 근무하고 있는 유치원교사 267명을 대상으로 연구를 수행하였다. 측정도구는 동료교사 및 원장에 대한 신뢰관계, 직무만족, 역할수행에 대한 척도로 선행연구를 기초로 하여 본 연구자가 재구성한 개방형 설문지로 자료를 수집한 후 다음과 같은 단계로 분석이 진행되었다. 첫째, 유치원교사의 동료교사-원장에 대한 신뢰관계, 직무만족, 역할수행 정도를 알아보기 위하여 기술통계 분석을 하였다. 둘째, 동료교사-원장에 대한 신뢰관계, 직무만족, 역할수행 변인 간의 관계를 확인하기 위하여 상관관계를 분석하였다. 셋째, 유치원교사의 역할수행이 동료교사-원장에 대한 신뢰관계, 직무만족에 미치는 상대적 영향력을 살펴보기 보고자 단계별 중다회귀분석을 실시하였다.
본 연구의 결과를 요약하면 다음과 같다.
유치원교사의 동료교사-원장에 대한 신뢰관계, 직무만족, 역할수행간의 상관관계를 살펴보면 다음과 같다. 먼저, 유치원교사의 동료교사-원장에 대한 신뢰관계, 직무만족, 역할수행 간의 상관관계를 살펴보면, 정적 상관관계를 보였다. 이 중 직무만족과 역할수행이 가장 높은 상관관계를 보였으며 이는 직무만족이 높을수록 유치원교사의 역할수행도 높다는 것을 의미한다. 다음으로 동료교사에 대한 신뢰관계 하위요인과 원장에 대한 신뢰관계 하위요인 상관관계도 모두 양의 상관관계를 보였으며, 이 중 동료교사에 대한 신뢰관계 하위 요인 중 교사-교사 신뢰간계와 원장에 대한 신뢰관계 하위요인 중
교사-원장의 상관계수가 가장 높은 상관관계를 보였다. 동료교사에 대한 신뢰관계 하위요인과 역할수행 하위요인의 상관관계 모두 양의 상관관계를 보였으며, 이 중 동료교사에 대한 신뢰관계 하위요인 중 동료교사의 진실성과 역할수행 하위요인 중 교육과정 설계자로서의 역할이 가장 높은 상관관계를 보였다. 동료교사에 대한 신뢰관계와 직무만족 하위요인의 상관관계에는 직무만족 하위요인 중 업무만족은 동료교사에 대한 신뢰관계 하위요인들과 상관관계는 상관관계가 없었다. 또한 동료교사에 대한 신뢰관계 하위 요인 중 동료교사 능력과 직무만족 하위요인 중 보상, 발전성, 자율성은 상관관계가 유의하지만, 약한 상관관계를 보였다. 이 중 동료교사에 대한 신뢰관계 하위요인 중 동료교사의 호의성과 직무만족 하위요인 중 동료애의 상관이 가장 높은 양의 상관관계를 보였다. 원장에 대한 신뢰관계 하위요인과 역할수행 하위요인 간의 상관관계를 살펴보면, 모두 양의 상관관계가 나타났다. 원장에 대한 신뢰관계 하위요인과 직무만족 하위요인들과 상관관계가 없다. 유
치원교사의 역할수행 하위요인과 직무만족 하위요인간의 상관관계를 보면, 직무만족 하위요인 중 업무만족은 역할수행 하위요인들과 상관관계가 없다. 이 중 역할수행 하위요인 중 연구자로서의 역할과 직무만족 중 발전성이 가장 높은 상관관계를 보였다. 유치원교사가 직무에 만족하면 교사 자신이 기관을 위하여 일하는데 보람을 느끼므로 직무성과가 높아지고 궁극적으로는유아교육기관의 질을 향상시키는 요인이 될 수 있다. 유치원교사가 직무를 수행함에 있어 동료교사 및 원장에 대한 신뢰가 높고 직무만족이 높으면 이는 교사가 자신이 하고 있는 일에 가치가 있다고 느끼고, 능력을 발휘해서
직무를 수행하고 인정받고 있다는 것을 지각하는 정도가 높을수록 직무만족에 대한 관심이 높아진다고 볼 수 있다.
본 연구에서는 유치원교사의 동료교사-원장에 대한 신뢰관계와 직무만족은 역할수행에 영향을 미치고 있다는 사실을 확인하였다. 궁극적으로 유치원교사의 역할수행을 높이고 보다 나은 교육을 위해서는 다각적인 정책지원과 교사를 위한 제도개선이 필요할 것이다.
이에 본 연구에서는 유치원교사의 역할수행능력을 증진시키기 위해서는 유치교사가 직무 자체에 만족하여야 하며, 동료교사와 원장에 대한 관계를 바람직하고 돈독하게 유지 시켜 나가 교사의 역할수행 능력을 높이고 보다 나은 교육의 질을 높이는 데에 도움이 될 수 있을 것이다.

목차 (Table of Contents)

• 목 차
• Ⅰ.서론 ······················································································ 1
• 1. 연구의 필요성 ················································································· 1
• 2. 연구의 목적 ····················································································· 3
• 3. 용어의 정의 ····················································································· 4
• Ⅱ. 이론적 배경 ······································································ 5
• 1. 동료교사-원장에 대한 신뢰관계 ················································· 5
• 2. 직무만족 ··························································································· 9
• 3. 유치원교사의 역할수행 ······························································· 17
• Ⅲ. 연구방법 ·········································································· 24
• 1. 연구대상 ························································································· 24
• 2. 연구도구 ························································································· 26
• 3. 연구절차 ························································································· 29
• 4. 자료 분석 ······················································································· 30
• Ⅳ. 연구 결과 및 해석 ························································ 31
• 1. 유치원 교사의 동료교사-원장에 대한 신뢰관계, 직무만족,
• 역할수행과의 관계 ······································································ 31
• 2. 유치원 교사의 동료교사-원장에 대한 신뢰관계, 직무만족,
• 역할수행 간의 상관관계 ···································································· 41
• 3. 유치원 교사의 역할수행이 동료교사-원장에 대한 신뢰관계와
• 직무만족에 미치는 영향력 ························································ 47
• 목 차
• Ⅰ.서론 ······················································································ 1
• 1. 연구의 필요성 ················································································· 1
• 2. 연구의 목적 ····················································································· 3
• 3. 용어의 정의 ····················································································· 4
• Ⅱ. 이론적 배경 ······································································ 5
• 1. 동료교사-원장에 대한 신뢰관계 ················································· 5
• 2. 직무만족 ··························································································· 9
• 3. 유치원교사의 역할수행 ······························································· 17
• Ⅲ. 연구방법 ·········································································· 24
• 1. 연구대상 ························································································· 24
• 2. 연구도구 ························································································· 26
• 3. 연구절차 ························································································· 29
• 4. 자료 분석 ······················································································· 30
• Ⅳ. 연구 결과 및 해석 ························································ 31
• 1. 유치원 교사의 동료교사-원장에 대한 신뢰관계, 직무만족,
• 역할수행과의 관계 ······································································ 31
• 2. 유치원 교사의 동료교사-원장에 대한 신뢰관계, 직무만족,
• 역할수행 간의 상관관계 ···································································· 41
• 3. 유치원 교사의 역할수행이 동료교사-원장에 대한 신뢰관계와
• 직무만족에 미치는 영향력 ························································ 47
• 목 차
• Ⅰ.서론 ······················································································ 1
• 1. 연구의 필요성 ················································································· 1
• 2. 연구의 목적 ····················································································· 3
• 3. 용어의 정의 ····················································································· 4
• Ⅱ. 이론적 배경 ······································································ 5
• 1. 동료교사-원장에 대한 신뢰관계 ················································· 5
• 2. 직무만족 ··························································································· 9
• 3. 유치원교사의 역할수행 ······························································· 17
• Ⅲ. 연구방법 ·········································································· 24
• 1. 연구대상 ························································································· 24
• 2. 연구도구 ························································································· 26
• 3. 연구절차 ························································································· 29
• 4. 자료 분석 ······················································································· 30
• Ⅳ. 연구 결과 및 해석 ························································ 31
• 1. 유치원 교사의 동료교사-원장에 대한 신뢰관계, 직무만족,
• 역할수행과의 관계 ······································································ 31
• 2. 유치원 교사의 동료교사-원장에 대한 신뢰관계, 직무만족,
• 역할수행 간의 상관관계 ···································································· 41
• 3. 유치원 교사의 역할수행이 동료교사-원장에 대한 신뢰관계와
• 직무만족에 미치는 영향력 ························································ 47
• Ⅴ. 논의 및 결론 ·································································· 51
• 1. 요약 및 논의 ··············································································· 51
• 2. 제언 및 시사점 ··········································································· 55
• 부록 ······················································································· 57
• 참고문헌 ··············································································· 68
• Abstract ················································································ 75