교사 자질 및 유아교육공동체에 대한 부모 간 인식 차이 연구 = A Study on Differences Between the Awareness of Parents on Teacher Qualifications and Communities of Early Childhood Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine any possible differences between parents in awareness of teacher qualifications and communities of early childhood education. Two research questions were posed:
1. Are there any differences between fathers and mothers in awareness of early childhood teacher qualifications?
2. Are there any differences between fathers and mothers in awareness of communities of early childhood education?
The subjects in this study were 200 randomly selected pairs of parents who numbered 400 and whose children were at western ages of three, four and five and were attending daycare centers and kindergartens in the city of Busan. After a survey was conducted, 200 questionnaires were gathered, and 194 questionnaire data were statistically analyzed except for six answer sheets that included unfaithful answers.
The instrument used in this study to find out the awareness of the parents on the qualifications of early childhood teacher was Shin Hwa-yeon(2014)'s Parental Awareness Scale for Parents on Early Childhood Teacher Qualifications, which complemented different questionnaires with some modifications to research parental awareness. The instrument used to investigate parental awareness on communities of educational community was Chung Kai-Sook, Kyeon Joo-yeon and Park Hee-kyung(2015)'s Awareness Scale on Early Childhood Education Institutions as Educational Communities.
After a pilot survey was conducted to check the adequacy of the questionnaire items, the questionnaire was finalized with some modifications, and then a main survey was implemented. The collected data were analyzed, and the findings of the study were as follows:
First, whether there were any differences between the parents in awareness of early childhood teacher qualifications was analyzed. As a result, the fathers got a mean of 4.05(SD=.70) in overall teacher qualifications, and the mothers got a mean of 4.19(SD=.63). The ways they looked at teacher qualifications were statistically significantly different. To be specific, the mothers considered their personal qualifications(character) better than the fathers, and the differences were statistically significant. As for professional qualifications, the mothers also took a better view of their professional knowledge than the fathers, and the differences were statistically significant. Concerning attitude to the teaching profession, the mothers set higher value on that than the fathers , and the differences were statistically significant. The mothers set higher value on overall professional qualifications than the fathers, and the former also had a higher opinion on teaching skills than the latter. But the differences were not statistically significant.
Second, whether there were any differences between the parents in awareness of communities of early childhood education was analyzed. The mothers took a better view of every early childhood education community than the fathers, but the differences were not statistically significant. As to their awareness on the subfactors of early childhood education communities, the mothers set higher value on the companionship of the communities than the fathers. The former placed higher value on shared core values than the fathers as well. But the differences between the parents in awareness of the subfactors of early childhood education communities were not statistically significant.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. 교육공동체 개념과 배경 9
• 2. 교육공동체 구성원의 관계와 역할 16
• 3. 유아교육공동체와 부모 21
• 4. 유아교육공동체와 교사 자질에 대한 부모의 인식 26
• Ⅲ. 연구방법 38
• 1. 연구대상 38
• 2. 연구도구 40
• 3. 연구절차 43
• 4. 자료 분석 44
• Ⅳ. 연구결과 46
• 1. 유아교사 자질에 대한 부모의 인식 46
• 2. 유아교육공동체에 대한 부모의 인식 53
• Ⅴ. 요약 및 논의 57
• 1. 요약 57
• 2. 논의 및 제언 59
• 참고문헌 66
• 부 록 84
• Abstract 92