유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감 및 교사-유아 상호작용 간의 구조분석 :Analysis of the structure among early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, efficacy, and interactions with young children

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자료유형: 학위논문

저자정보: 김시연 (광주여자대학교, 광주여자대학교 일반대학원)

발행연도: 2014

저작권: 광주여자대학교 논문은 저작권에 의해 보호받습니다.

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이 논문의 연구 히스토리 (2)

2014

교사-유아 상호작용에 영향을 미치는 유아교사의 내적변인과 외적변인들 간의 구조분석

김시연 , 오재연 열린유아교육연구 2014.10 학술저널

유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감 및 교사-유아 상호작용 간의 구조분석

김시연 유아교육학과 2014.01 학위논문

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본 연구의 목적을 달성하기 위하여 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감 간의 경향과 인구학적 특성에 따른 차이, 교사변인들과 교사-유아 상호작용의 상관관계 및 교사-유아 상호작용변인에 미치는 영향력의 경로를 알아보고자 한다.

연구문제
1. 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감의 경향은 어떠한가?

연구문제
2. 유아교사의 일반적 특성에 따른 행복감, 교직에 대한 열정, 직무만족도, 교사효능감, 교사-유아 상호작용의 차이는 어떠한가?

연구문제
3. 유아교사의 행복감과 교직에 대한 열정, 직무만족도, 교사효능감, 교사-유아 상호작용에 미치는 영향은 어떠한가?

3-1. 유아교사의 행복감과 교직에 대한 열정, 직무만족도, 교사효능감, 교사-유아 상호작용의 상관관계는 어떠한가?
3-2. 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감, 교사-유아 상호작용에 미치는 영향은 어떠한가?

연구문제
4. 유아교사의 행복감과 교직에 대한 열정, 직무만족도, 교사효능감, 교사-유아 상호작용에 어떤 경로로 영향을 미치는가?

본 연구의 대상은 서울특별시와 6대 광역시인 광주, 대구, 대전, 부산, 울산, 인천에 소재한 공립유치원, 사립유치원과 국·공립 어린이집, 법인 어린이집, 민간 어린이집에 근무하고 있는 만 3-5세 학급 담임교사와 유아들의 방과후 과정을 교육하고 있는 유아교사로 한정하였다.
연구의 도구는 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감, 교사-유아 상호작용의 선행 연구도구를 토대로 본 연구자가 일부 수정·보완하여 사용하였다. 자료의 통계 분석은 연구기간 중 수집된 총 420부를 바탕으로 SPSS WIN version 20.0과 Amos 18.0 통계프로그램을 이용하여 분석하였다.
첫째, 연구대상자들의 인구통계학적 특성을 파악하기 위해 빈도분석과 기술통계분석을 실시하였다. 둘째, 측정도구의 문항 간 신뢰도를 검증하기 위하여 신뢰도 계수(Cronbach''s ?)를 산출하였다. 셋째, 연구대상자의 일반적 특성에 따라 집단간 차이를 고찰하기 위해 독립 t검정 및 일원배치 분산분석(one-way ANOVA)를 실시하였으며, 특정 두 집단 간의 차이가 있는지를 검증하기 위해 부가적으로 사후 검정(Post-Hoc Test) 방법인 Scheffe 검증 방법을 실시하였다. 이때 모수적 가정에 위배되는 경우는 맨 휘트니 검정(Mann-Whitney test)과 크루스칼 왈리스 검정(Kruskal-Wallis test)을 실시하였다. 넷째, 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감, 교사-유아상호작용 변수 간의 관계의 정도를 알아보기 위해 상관관계 분석을 실시하였으며, 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감이 교사-유아 상호작용 변수에 미치는 영향을 분석하기 위해 다중회귀분석을 실시하였다. 다섯째, 유아교사의 행복감, 교직에 대한 열정이 직무만족도, 교사효능감을 매개변인으로 하여 교사-유아 상호작용에 미치는 영향을 분석하기 위해 구조방정식모형을 통한 검증을 위해 통계패키지인 AMOS 18.0을 사용하였으며, 본 연구의 결론은 다음과 같다.
첫째, 유아교사의 행복감과 교직에 대한 열정 및 직무만족도와 교사효능감은 교사-유아 상호작용에 유의미한 상관성이 있는 것으로 나타났다. 교사변인들의 결과를 살펴보면, 유아교사의 행복감은 부정적 정서보다 긍정적 정서에 대해 높게 응답하였다. 교직에 대한 열정에서는 하위요인별 평균이상의 정도를 나타내었으며, 그 중 조화로운 열정이 매우 높게 나타났다. 교사의 직무만족도 변인의 정도는 하위변인인 원장과 동료와의 관계가 가장 높게 나타났으며, 사회적 인정, 직무자체 특성, 근무환경, 보수와 승진 순으로 나타났다. 교사효능감에서는 일반적 교사효능감보다 개인적 교사효능감의 평균이 높게 나타났다. 또한 교사-유아 상호작용을 살펴보면 행동적 상호작용, 정서적 상호작용, 언어적 상호작용 순으로 나타났다.
둘째, 유아교사의 일반적 특성인 인구학적 특성에 따른 차이를 살펴보면, 모든 항목에서 유의미한 차이를 나타낸 하위변인은 교육경력, 결혼유무, 교사연령변인이었으며, 직위는 행복감과 교사효능감, 교사-유아 상호작용에서 유의미한 차이를 나타냈다. 반면 기관유형과 교육정도, 근무시간은 전혀 유의미한 결과를 도출하지 못하였다.
셋째, 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감이 교 사-유아 상호작용에 미치는 영향력을 알아보기 위해 모든 변인을 살펴본 결과, 각 변수들 간의 통계적으로 유의미한 정적 영향을 미치는 것으로 나타났다. 특히 교사-유아 상호작용에 가장 큰 영향을 미치는 독립변인으로 교사효능감과 교직에 대한 열정이 상호작용에 가장 큰 영향력임을 확인할 수 있었다. 아울러 유아교사의 행복감과 교직에 대한 열정 및 직무만족도와 교사효능감 모두 교사-유아 상호작용에 관련성이 있으며 영향을 미치는 것으로 나타났다.
넷째, 유아교사의 행복감, 교직에 대한 열정, 직무만족도, 교사효능감이 교 사-유아 상호작용에 미치는 영향력의 경로는 행복감과 상호작용, 교직에 대

Analysis of the Structure among Early Childhood Education Teachers’ Sense of Happiness, Enthusiasm for the Teaching Profession, Satisfaction with Their Jobs, Efficacy, and Interactions with Young Children

Kim, Si Yeon
Department of Early Childhood Education
Graduate School of Kwangju Women''s University

To achieve its goals, this study tries to clarify the tendency in early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy; differences due to demographic characteristics, correlation between teacher variables and teacher-children interactions; and the path of influence on the teacher-child interaction variable.
Research question 1. What is the tendency in early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy?
Research question 2. What are differences among early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy based on their demographic differences?
Research question 3. How is the influence of early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy on teacher-child interactions?
3-1. How is the correlation between teacher-child interactions on one hand, and early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy on the other?
3-2. How is the influence of early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy on teacher-child interactions?
Research question 4. Through what path do early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy have influence on teacher-child interactions?
The subjects of this study were limited to early childhood teachers who were in charge of classes for 3-5 year old children and after-school instructors working at public and private kindergartens, national/public daycare centers, and incorporated/private daycare centers located in Seoul and the 6 metropolitan cities including Gwangju, Daegu, Daejeon, Busan, Ulsan, and Incheon.
The research tool is based on the Oxford happiness questionnaire, and tools used in previous studies on the early childhood education teachers’sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, efficacy, and teacher-child interactions, which the current researcher partially modified and made up. For the statistical analysis of the data, 420 copies of the questionnaire collected during the research, SPSS WIN version 20.0 and Amos 18.0 were used.
First, a frequency analysis and a descriptive statistical analysis were conducted in order to clarify the subjects’ demographic characteristics.
Second Cronbach’s ?was yielded to test the reliability among the questions of the research tool.
Third, independent t-test and one-way ANOVA were conducted to examine differences among groups based on the subjects’ general characteristics, and additionally Scheffe test, a Post-Hoc test, was performed to verify whether there were differences between two particular groups. Here, when parametric hypotheses were violated, Mann-Whitney test and Kruskal-Wallis test were conducted.
Fourth, a correlation analysis was performed to clarify the extents of relations among the early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, efficacy, and teacher-child interactions, and multiple regression was carried out to analyze the influence of early childhood education teachers’sense of happiness, enthusiasm for the teaching profession, satisfaction with their jobs, and efficacy on the teacher-child interaction variable.
Fifth, in order to analyze the influence of the early childhood education teachers’ sense of happiness, enthusiasm for their jobs on teacher-child interactions with their satisfaction with their jobs and efficacy as parameters, the statistics package AMOS 18.0 was used for verification in terms of the structural equation model. The results of this study are as follows
First, it turned out that there was a significant correlation between teacher-child interactions and the early childhood education teachers’ sense of happiness, enthusiasm for the teaching profession, and satisfaction with their jobs. Considering the results of teacher variables, the subjects responded to questions of their sense of happiness more with positive emotion than with negative emotion. As for their enthusiasm for the teaching profession, they showed the average degree or higher than average degrees in each sub-factor, and especially their harmonious enthusiasm turned out to be very high. As for the variables of their satisfaction with their jobs, the degree of the relation with their heads and colleagues was the highest, and the degrees of social recognition, characteristics of their jobs, working environments, salary, and promotion were higher in that order. In teacher efficacy, the average of individual teacher-efficacy was higher than common teacher-efficacy. Also, as for teacher-child interactions, we can see behavioral, emotional, verbal interactions in that order.
Second, considering differences due to the early childhood education teachers’ general characteristics, their demographic characteristics, the sub-variables showing significant differences in all items were their career in education, marriage, and ages, and their positions showed significant differences in teacher efficacy and teacher-child interactions. On the other hand, there were no significant re

목 차 ····················································································································································· ⅰ
표 목 차 ··················································································································································· ⅳ
그림목차 ·················································································································································· ⅵ
국문초록 ·················································································································································· ⅶ
Ⅰ. 서 론 ··················································································································································· 1
1. 연구의 필요성 및 목적 ························································································································ 1
2. 연구문제 ·············································································································································· 8
3. 용어의 정의 ········································································································································· 9
Ⅱ. 이론적 배경 ······································································································································· 11
1. 행복감 ··············································································································································· 11
1.1 행복감의 개념 ································································································································ 11
1.2 행복감과 직무만족도 및 교사효능감 ······························································································ 19
1.3 행복감과 교사-유아 상호작용 ········································································································ 22
2. 교직에 대한 열정 ······························································································································· 23
2.1 교직에 대한 열정 개념 ··················································································································· 23
2.2 교직에 대한 열정과 직무만족, 교사효능감 및 교사-유아 상호작용 ··············································· 24
3. 직무만족도 ········································································································································ 26
3.1 직무만족도의 개념 ························································································································· 26
3.2 직무만족도와 교사-유아 상호작용 ································································································· 28
4. 교사효능감 ········································································································································ 30
4.1 교사효능감의 개념 ························································································································· 30
4.2

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