보육교사는 보육의 질을 좌우하는 가장 중요한 핵심요소이므로, 현대사회가 요구하는 질 높은 보육서비스는 보육교사의 역할수행에 달라질 수 있다. 영유아의 전반적인 발달을 책임지는 보육교사가 그 역할을 잘 수행하기 위해서는 보육에 대해 가지고 있는 철학이자 가치관인 보육 신념과 보육교사의 역할이 갖는 전문적인 특성에 대한 인식이 중요한 영향을 미친다고 할 수 있다. 따라서 본 연구는 보육교사의 보육신념과 전문성에 대한 인식이 보육교사의 역할수행에 어떠한 영향을 미치는지를 살펴보고자 하는데 그 목적이 있다.
본 연구를 위해 경기도 의정부시, 양주시, 포천시 어린이집에 근무하고 있는 보육교사 201명을 대상으로 보육신념, 전문성에 대한 인식, 교사의 역할수행에 대한 설문지를 사용하여 수집하였다. 수집된 자료는 SPSS for Win. 22.0을 통해 분석하였고, 자료의 분석을 위해 빈도분석과 측정도구의 신뢰도를 알아보기 위해 Cronbach''s α값을 산출하였다. 보육교사의 인구사회학적 특성에 따른 보육신념, 전문성에 대한 인식, 교사의 역할수행의 집단간을 알아보기 위해 ANOVA 분석과 Scheffe 사후 검증을 하였다. 또한 보육교사의 보육신념, 전문성에 대한 인식, 교사의 역할수행 간의 관계를 살펴보기 위해 상관관계분석(Correlation)과 교사의 역할수행에 대한 보육교사의 보육신념, 전문성에 대한 인식의 상대적 영향력을 살펴보기 위하여 다중회귀분석(Multiple Regression)을 실시하여 다음과 같은 결론을 도출하였다.
첫째, 보육신념은 보육교사의 연령에서 행동주의 신념에서 차이가 있었고, 최종학력에서는 성숙주의, 상호작용주의가 유의미한 차이가 있었다. 어린이집 설립유형, 교사의 경력에는 유의미한 차이가 없었다. 전문성 인식에서는 보육교사의 연령과 어린이집 설립유형에는 차이가 없었고 최종학력과 경력에서 유의미한 차이가 있었다. 교사역할수행은 연령에는 차이가 없었고, 어린이집 설립유형에서 법인, 직장. 기타, 국공립이 학습촉진자로서의 역할에서 차이가 있었고, 최종학력과 경력에서 유의미한 차이가 있었다.
둘째, 보육교사의 보육신념과 전문성 인식 간의 상관관계에서는 정적인 상관관계를 보였다. 보육신념의 하위요인인 성숙주의와 상호작용주의 신념은 전문성과 정적상관관계로 나타났다. 행동주의 신념은 전문성의 하위요인인 전문기술과 기술요구에만 정적인 상관관계가 나타났고, 보육신념과 교사의 역할수행 간의 상관관계에서는 정적인 상관관계를 보였다. 보육신념의 하위요인인 성숙주의와 상호작용주의 신념은 교사의 역할수행서 모두 정적인 상관관계로 높게 나타났고, 행동주의 신념은 지역사회유지의 역할에 정적인 상관관계가 나타났다. 따라서 보육교사의 보육신념은 성숙주의가 높을수록, 상호작용주의가 높을수록 역할수행도가 높음을 알 수 있다.
셋째, 보육교사의 전문성 인식과 교사의 역할수행 간의 상관관계에는 모두 정적인 상관관계를 보였다. 이는 전문성이 높을수록 교사의 역할수행에 영향을 미치는 것을 나타났다. 따라서, 보유교사의 전문성은 하위요소인 직업윤리가 높을수록, 사회봉사성이 높을수록, 전문기술과 기술요구가 높을수록 역할수행도가 높음을 알 수 있었다.
본 연구는 보육교사가 현대 사회에서 요구되는 양질의 보육서비스를 제공하는 전문가로서 그 역할을 잘 수행하기 위해서 보육교사의 신념 및 전문성 인식이 어떠한 영향을 미치는가에 대해 살펴봄으로써, 이후에 보육교사를 위한 교사 교육에서 이루어져야 할 보육교사의 신념 및 전문성 인식에 대한 교육 내용을 선정하는 데에 도움이 되는 기초 연구로서의 의의가 있다고 하겠다.

As the childcare teacher is the most important, core element that determines the quality of the childcare, the high-quality childcare service that is demanded by the modern society can be different according to the childcare teacher''s playing the role. It can be said that, in order for the childcare teacher, who bears the responsibility for the overall development of the infants, to play the role well, the childcare belief, which is both a philosophy and a system of the values, and the recognition regarding the special, professional characteristics, which is possessed in the role as a childcare teacher, have the important influences. As a result, the purpose of this research is to take a look at what influences the childcare belief and the recognition regarding the expertise of a childcare teacher have on playing the role as a childcare teacher.
For this research, with the 201 childcare teachers who had been working at the daycare centers in Euijeongbu City, Yangju City, and Pocheon City in Gyeonggi-do as the subjects, by using a survey questionnaire regarding the recognition of the childcare belief and the expertise and regarding the role played by a childcare teacher, the data had been collected. The data that had been collected were analyzed through the SPSS for Win. 22.0. And, for the analysis of the data, the frequency analysis was carried out. And, in order to find out the level of the reliability of the measurement tool, the Cronbach''s α value was calculated. In order to find out about the childcare belief resulting from the special, sociodemographic characteristics of the childcare teachers, the recognition regarding the expertise, and the between-the-groups of the role playing of the teachers, an ANOVA analysis and the afterwards Scheffe verification were carried out. Also, in order to take a look at the relationships between the childcare belief and the recognition regarding the expertise of the childcare teachers and the role playing of the teachers, the correlation analyses had been carried out. And, in order to take a look at the relative influences of the childcare belief of the childcare teachers regarding the role playing of the teachers and the recognition regarding the expertise of the childcare teachers, by carrying out a multiple regression analysis, the following conclusions were arrived at.
Firstly, the childcare belief had the difference in relation to the age of the childcare teacher and the behavioristic belief. And, regarding the final academic background, the maturity principle and the interaction principle had the significant differences. Regarding the types of the establishment of the daycare centers and the career experiences of the teachers, there were no significant differences. Regarding the recognition of the expertise, there were no differences with the age of the childcare teacher and the type of the establishment of the daycare center. And there were the significant differences regarding the final academic backgrounds and the career experiences. Regarding the role playing of the teachers, there were no differences regarding the age. And, regarding the types of the establishments of the daycare centers, there were the differences of the corporations, the workplaces, and the others. And the national had the difference in terms of the role as the promoter of the learning. And there were the significant differences regarding the final academic background and the career experience.
Secondly, in the correlation between the childcare belief and the recognition of the expertise on the part of the childcare teachers, the positive correlation was shown. The beliefs of the principle of maturity and the principle of interaction, which are the lower ranking factors of the childcare belief, appeared as having the positive correlation with the expertise. Regarding the belief of behaviorism, the positive correlations appeared with the professional technologies and the technological demands, which are the lower-ranking factors of expertise, only. And, regarding the correlation between the childcare belief and the role playing of the teacher, the positive correlation was shown. The beliefs of the principle of maturity and the principle of interaction, which are the lower-ranking factors of the childcare belief, both showed the high, positive correlations with the role playing of the teacher. And the belief of the principle of behaviorism showed the positive correlation with the role of the maintenance of the community. As a result, it was able to find out that the level of the playing of the role of the childcare belief of the childcare teacher was higher the higher the principle of maturity and the higher the principle of the interaction.
Thirdly, regarding the correlation between the recognition of the expertise of the childcare teacher and the role playing of the teacher, both of them showed the positive correlations. It appeared that, the higher the expertise, there was the influence on the role playing of the teacher. As a result, were able to find out that, regarding the expertise of the childcare teacher, the higher the work ethic, which is a lower-ranking element, the higher the social service, and the higher the professional technologies and the technological demands, the higher the level of the role playing was.
Regarding this research, by taking a look at what influences the belief and the recognition of the expertise of the childcare teacher has in carrying out the role as an expert who provides the good quality childcare service that is demanded from the childcare teachers by the modern society, it can be said that it has the meaning as a foundational research that proves to be helpful in selecting the educational contents regarding the belief of the childcare teacher and the recognition of the expertise which must be materialized in the teachers education for the childcare teachers later on.