유아교사의 다문화교육태도에 대한 관련변인들 간 구조분석

다국어 초록 (Multilingual Abstract)

This study attempts to incorporate integrative analysis, which clarifies structural relationship among early childhood teachers multicultural literacy, multicultural education contents, multicultural teaching efficacy and Multicultural Education Attitude. Thus, The purpose of this study was to investigate the structural relationships among different Variables related to multicultural education 220 early childhood teacher s residing in Seoul, GyeongGi-do completed questionnaires about multicultural literacy, multicultural educational contents, multicultural teaching efficacy, multicultural education attitude perceived by early childhood teacher. Thus, the following are research questions that were established for the research objective. First, is the mediating effect of multicultural education contents significant among early childhood teacher s multicultural literacy, teaching efficacy, attitude toward multicultural education? Second, is the mediating effect of multicultural teaching efficacy significant among early childhood teacher s multicultural literacy, education contents, attitude toward multicultural education? A variance matrix of this sample was analyzed using AMOS 19.0, and the maximum likelihood minimization function. The goodness of fit was evaluated via RMR, RMSEA with a 90% confidence interval, CFI, and TLI. The next step was to verify the more definite mediating effect among variables and for this, a Sobel test were carried out. The results were as follows: First, teacher s multicultural literacy was found to have a significant direct and indirect effect on teacher s multicultural education attitude. Second, teacher s multicultural literacy was found to have a significant direct multicultural educational contents and multicultural teaching efficacy. Third, multicultural educational contents and multicultural teaching efficacy was found to have a significant direct effect on teacher s multicultural education attitude. In conclusion, the variables, which were suggested in this study, namely, multicultural literacy, multicultural educational contents and multicultural teaching efficacy could be confirmed to have significant influence on early childhood teacher s multicultural education attitude.

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