본 연구는 안전지식, 안전인식, 안전효능감이 아이돌보미의 안전행동 실천에 미치는 영향을 확인하여 아이돌보미를 대상으로 안전교육 프로그램개발의 기초자료를 제공하고, 나아가 아동의 안전사고 예방에 기여하고자 시도되었다.
연구대상자는 아이돌보미 양성교육과정을 이수하여 아이돌보미 자격을 갖추고, 가정에서 아동을 돌보는 아이돌보미를 235명을 대상으로 하였다. 자료수집 기간은 2019년 12월에서 2020년 1월 이었으며, 수집된 자료는 SPSS/WIN 25.0 프로그램을 이용하여 실수와 백분율, 평균과 표준편차, t-test, ANOVA, Scheffe’ test, Pearson Correlation Coefficient, Hierarchical Multiple Regression으로 분석 하였다.

주요 연구의 결과는 다음과 같다.

1. 아이돌보미의 일반적 특성에서 연령은 평균 55.24±5.40세, 결혼상태는 기혼’이 95.7%, 자녀양육 경험은 ‘있다’가 99.1%, 종교는 ‘있다’가 79.6%, 학력은 ‘고졸 이하’가 54.5% 이었다. 아이돌보미의 직업관련 특성에서 활동유형은 ‘시간제’가 86.8%, 아이돌보미 경력은 평균 3.68±3.24년, 돌보는 아이 수는 평균 2.02±1.34명, 월평균 소득은 84.01±51.26만원, 일 평균 활동시간은 4.18±1.97시간, 주 평균 활동일은 4.69±1.58일 이었다. 안전교육 경험은 ‘1～4시간’이 54.5% , 보수교육 참여 횟수는 ‘2～4회’가 42.6%, 돌봄 아동 연령은 ‘4세∼6세’가 50.2%로 아동보육 관련 자격증은 ‘없다’가 58.7%로 가장 많았다.

2. 아이돌보미의 안전지식은 1점 만점에 평균 0.63±0.08점으로 나타났다. 하위영역에서는 ‘화장실·욕실안전’ 점수가0.85±0.24점으로 가장 높았고 ‘끼임·협착’ 0.76±0.30점, ‘영 유아 발달과 안전’ 0.75±0.23점, ‘중독’ 0.73±0.15점, ‘화재·화상’ 0.68±0.13점, ‘추락’ 0.59±0.20점, ‘질식’ 0.47±0.27점, ‘전기안전’ 0.46±0.25점, ‘놀이감 안전·시설 안전’ 0.21±0.26점 순으로 나타났다. 일반적 특성과 직업관련 특성에 따른 안전지식은 학력(F=3.25,p =.041)에 따라 유의한 차이가 있었으며, 사후검정 결과 ‘대졸상’(0.66±0.09)이 ‘고졸 하’(0.63±0.08)와 ‘전문대학 졸’(0.62±0.07)에 비해
안전지식이 높게 나타났다.

3. 아이돌보미의 안전인식은 3점 만점에 평균 1.93±0.35점으로 나타났다. 일반적 특성과 직업관련 특성에 따른 안전인식은 통계적으로 유의한 차이가 없었다.

4. 아이돌보미의 안전효능감은 5점 만점에 평균 4.15±0.50점으로 나타났다. 하위영역에서는 ‘자기조절’의 점수가 4.01±0.60점으로 가장 높았고, ‘주위환경 조절’ 4.31±0.57점, ‘주위사람 도움’ 4.14±0.57점 순으로 나타났다. 연구대상자의 일반적 특성과 직업관련 특성에 따른 안전효능감은 돌보는 아이 수(F=3.36,p =.020)에서 유의한 차이가 나타났으며, 사후검정 결과 돌보는 아이 수가 ‘2명’(4.06±0.49)보다 ‘4명 이상’(4.35±0.38) 에 안전효능감이 높게 나타났다.

5. 연구대상자의 안전행동 실천은 3점 만점에 평균 2.55±0.35점으로 나타났다. 하위영역에서는 ‘아동감독’ 점수가 2.81±0.58점으로 가장 높았고, ‘차량안전’ 2.75±0.44점, ‘화상예방’ 2.73±0.54점, ‘집안환경 점검’ 2.62±0.47점, ‘전기기구 관리’ 2.48±0.55점, ‘약물관리’ 2.47±0.59점, ‘화재예방’ 2.46±0.62점, ‘안전에 대한 대처 및 행동’ 2.32±0.50점 순으로 나타났다. 일반적 특성과 직업관련 특성에 따른 안전행동 실천은 학력(F=3.11,p =.049)에서 유의한 차이가 나타났으며, 사후검정 결과 ‘전문대학졸’(2.44±0.41)보다 ‘고졸 이하’(2.59±0.30)에서 안전행동 실천이 높게 나타났다.

6. 아이돌보미의 안전지식, 안전인식, 안전효능감, 안전행동 실천 간의 상관관계를 분석한 결과, 안전지식과 안전행동 실천(r=.13,p =.033), 안전효능감과 안전행동 실천(r=.44,p <.001) 간에 통계적으로 유의한 양의 상관 관계가 나타났다. 그리고 안전효능감의 하위영역과 안전행동 실천 간에 자기조절(r=.36,p <.001), 주위사람도움(r=.39,p <.001), 주위환경조절
(r=.39,p <.001)에서 각각 양의 상관관계가 있는 것으로 나타났다. 그러나 안전인식과 안정행동 실천 간에는 통계적으로 유의한 상관관계가 나타나지 않았다(r=.00,p =968).

7. 위계적 회귀분석의 결과 아이돌보미의 안전행동 실천에 영향을 미치는 요인은 안전효능감의 하위영역인 주위사람도움(β=0.20,p =.016)이 가장 크게 영향을 미치는 것으로 나타났고, 그 다음으로 주위환경조절(β=.18,p =.027), 일반적 특성 중 학력(β=0.18,p =.002) 순으로 나타났다. 이들 요인이 아이돌보미의 안전행동 실천을 23.0% 설명하는 것으로 나타
났다. 이상의 연구결과 아이돌보미의 안전행동 실천에 안전효능감이 주요한 영향요인으로 나타났다. 따라서 아이돌보미의 안전행동 실천을 높이기 위해서는 안전효능감을 높일 수 있는 중재를 제공할 필요가 있으며, 특히 주위사람 도움과 주위환경조절을 강화할 필요가 있을 것으로 판단된다.

중심단어 : 안전지식, 안전인식, 안전효능감, 안전행동 실천, 아이돌보미

This study has been done in order to offer basic data for developing safety education programs for childcaregivers and contribute to prevent children''s safety accidents by checking the influences of safety knowledge, safety recognition and safety efficacy on childcaregivers'' practice safe behavior.
For the research subjects, 235 childcaregivers who cares children at home with their own qualifications after taking the course for it were selected.
The data collection period was between December 2019 and January 2020, and the collected data was analyzed with the actual numbers, percentage, averages, standard deviations, t-test, ANOVA, Scheff''s test, Pearson Correlation Coefficient, and Hierarchical Multiple Regression by using SPSS/WIN 25.0 program.

The results of the study are as follows:

1. For general characteristics of childcaregivers, age was average 55.24±5.40, marital status was ''married'' with 95.7%, the experience of childcare was ''having them'' with 99.1%, religion was ''having it''
with 79.6%, and educational attainment was ''graduating from high school and less'' with 54.5%, respectively.
For the type of childcaregiver''s job, ''part-time'' was highest with 86.8%, experiences of childcaregiver was averag e3.68±3.24 years, number of children to be cared was average 2.02±1.34, average monthly income was average 84.01±51.26, verage daily work time was 4.18±1.97, and average weekly work time was 4.69±1.58. For experience of safety education, ''1-4 hours'' was highest with 54.5%, for participation in supplemental education, ''2-4 times'' was highest with 42.6%, for ages of children to be cared, ''4-6 years old'' was highest with 50.2%, and for having the certificate related to childcare, ''they don''t have it'' was highest with 58.7%, respectively.

2. For safety knowledge of the research subjects, it was average 0.63±0.08 of 1 point. For its sub-elements, ''toilet and bathroom safety'' was highest with 0.85±0.24, and ''being stuck and narrowing''(0.76±0.30), ‘babies and toddlers'' development and safety''(0.75(±0.23)), ‘addiction’(0.73(±0.15)), ‘fire and burns’(0.68±0.13),
‘fall’(0.59±0.20), ‘choke’(0.47±0.27), ‘electric safety’(0.46±0.25), and ‘play toys and facility safety’(0.21±0.26) followed in order. For safety knowledge according to general characteristics and those related to
job of the research subjects, educational attainment(F=3.25, p =.041) only showed significant differences, and as a result of post-test,''graduating from university and more''(0.66±0.09) showed higher safety knowledge than ‘graduating from high school and less’(0.63±0.08) and ‘graduating from community college’(0.62±0.07).

3. For the research subjects'' safety recognition, it was average 1.93±0.35 of 3 points. There were no statistically significant differences of safety perception according to general characteristics and those related to job of the research subjects.

4. For safety efficacy of the research subjects, it was average 4.15±0.50 of 5 points. In sub-elements, ''self-adjustment'' was highest with 4.01±0.60 and ''surrounding environment adjustment''(4.31±0.57) and helps from neighboring people(4.14±0.57) followed in order. For safety efficacy according to general characteristics of the research subjects and those related to job, number of children to be cared(F=3.36, p =.020) only showed significant differences, and as a result of post-test, in number of children to be cared, ''four children
and more''(4.35±0.38) showed higher safety efficacy than ''two children''(4.06±0.49).

5. For the research subjects'' practice safe behavior, it was average 2.55±0.35 of 3 points. For its sub-elements, ''directing children아’ was highest with 2.81±0.58 and, ‘vehicle safety’(2.75±0.44), ‘preventing burns’(2.73±0.54), ‘inspecting home environment’(2.62±0.47), ‘managing electric devices’(2.48±0.55), ‘managing drugs''(2.47±0.59), ‘preventing fire’(2.46±0.62), and ‘measures and acts on safety’( 2.32±0.50) followed in order. For safety behavior practice according to general characteristics and those related to job of the subjects, educational attainment(F=3.11, p =.049) only showed significant differences and as a result of post-test, ''graduating from high school and less''(2.59±0.30) showed higher in safety behavior practices than ''graduating from community college''(2.44±0.41).

6. As a result of the correlation analysis among safety knowledge, safety recognition, safety efficacy, and practice safe behavior of the research subjects, safety knowledge and practice safe behavior(r=.13,
p =.033), and safety efficacy and practice safe behavior(r=.44, p<.001) had statistically significant positive(+) correlations. And for practice safe behavior, among, sub-elements of safety efficacy, self-control(r=.36, p<.001), helps from neighboring people(r=.39, p<.001), and surrounding environment adjustment(r=.39, p<.001) had positive correlations, respectively. However, there had no statistically significant correlations between safety recognition and practice safe behavior(r=.00, p =968).

7. As a result of hierarchical regression analysis, for the factors affecting the childcaregivers'' practice safe behavior, help from neighboring people, a sub-element(β=0.20, p =.016) had the biggest influences, and then, surrounding environment adjustment(β=.18, p =.027), and educational attainment of general characteristics(β=0.18, p =.002) followed in order. These factor could explain the childcaregivers'' practice safe behavior by 23.0%.

From the research results, safety-efficacy was an important factor for childcaregivers'' practice safe behavior. Therefore, in order to raise their practice safe behavior, it is necessary to offer meditation for growing safety efficacy and in particular, to enhance helps from neighboring people and surrouning environment adjustment.

Keywords: Safety Knowledge, Safety Recognition, Safety Efficacy, Practice Safe Behavior, Childcaregiver