• 한국지역사회생활과학회지
• /
• 제19권3호
• /
• pp.387-397
• /
• 2008

Recently, many childcare centers have actively participated in assessment accreditation. 115 teachers who did participate or did not participate in the accreditation process completed a structured questionnaire, We examined differences between teachers in accredited centers and in non-accredited centers in terms of their individual characteristics, work environment, the utilization of activity materials and the interaction with children. In addition, using the regression model, we analyzed the effects of several characteristics of teachers and childcare center's accreditation on the utilization of activity materials as well as the interactions between teachers and children. The main results of this study are as follows. First, overall, the level of work environment of non-accredited centers was lower than that of accredited centers. Second, compared with teachers in non-accredited centers, teachers in accredited centers used more and higher levels of activity materials, and demonstrated a higher level of interactions with children. Third, including accreditation, use of helpers had a significant effect on the interactions between teacher and children. Forth, not only the accreditation system, but also work hours, work experience, children's age and use of helpers had a significant effect on using materials in childcare activities. Conclusively, understanding the experience of teachers in accredited centers is important hi terms of facilitating the quality of activities and the interactions with children.

• 가정과삶의질연구
• /
• 제28권5호
• /
• pp.89-100
• /
• 2010

The purpose of this study was to develop a "Korean Childcare Teacher's Job Satisfaction Scale"(KCTJSS) and to evaluate its reliability and validity. KCTJSS was 72 items and 6 point Likert scale. Participants consisted of 211 childcare teachers by purposive sampling. Results were as follows: First, Exploratory factor analysis resulted in 40 items composed of 6 factors : The principal's childcare center operation system, working environments and welfare, social recognition, amount of work and time management, relationships with co-workers, relationships with parents. Second, the confirmatory factor analysis supported a 6 factor structure. Third, Criterion-related validity was confirmed by significant correlations of the present scale with Early Childhood Job Satisfaction Survey(Jorde-Bloom, 1989). Fourth, the reliability of factors using Cronbach's ${\alpha}$ appeared high, ranging from .83 to .93.

• 한국보육지원학회지
• /
• 제13권5호
• /
• pp.93-109
• /
• 2017

Objective: The purpose of this study is to provide basic data in order to increase the flourish of early childhood pre-service teachers by examining pre-service teacher's basic psychological needs and characteristics on flourish. Methods: A questionnaire survey was conducted on 200 pre-service teachers majoring in early childhood education in Busan and the results were analyzed. Results: First, the level of basic psychological needs, characteristics and flourish of pre-service teachers was above average and there was a significant positive correlation between basic psychological needs, characteristics and flourish. Second, the characteristics of pre-service teachers were relatively more influential on flourish than basic psychological needs. Conclusion/Implications: The main variables predicting early childhood pre-service teacher's flourish are characteristics and basic psychological needs. And as characteristics and basic psychological needs of pre-service teachers are promoted, the flourish of pre-service teachers is increased.

• 한국보육지원학회지
• /
• 제18권3호
• /
• pp.1-18
• /
• 2022

Objective: The purpose of this study was to analyze the structural relationship between the authentic leadership of the director, social support, and teacher efficacy perceived by early childhood teachers. Methods: The participants of the study were 433 teachers working at kindergartens and daycare centers in Seoul and Gyeonggi Province. The data collected through the survey were analyzed by applying a structural equation model. Results: As a result of the study, it was found that the authentic leadership of the director perceived by early childhood teachers had a positive (+) effect on the early childhood teachers' social support and teacher efficacy, respectively, and social support had a positive (+) effect on teacher efficacy of the early childhood teachers. The results showed that social support had a positive mediating effect in the relationship between the director's authentic leadership and teacher efficacy perceived by early childhood teachers. Conclusion/Implications: The results suggest that it is necessary to establish a social support system through the exercise of the director's authentic leadership in order to improve the teacher efficacy of early childhood teachers.

• 한국보육지원학회지
• /
• 제13권3호
• /
• pp.55-81
• /
• 2017

Objective: The purpose of this study was to classify turnover intention of early childhood teachers. This study also analyzed the characteristics of each types of turnover intentions. The research questions were as follows: First, what are the types of turnover intention among early childhood teachers?. Second, what are the characteristics of the types of turnover intention among early childhood teachers?. Method: This study has adopted the Q methodology as a method. first, open surveys were conducted among 101 early childhood teachers and principals who work at kindergartens or child care centers along with literature research, followed by the establishment of Q samples(48 questions). Second, the Q sample was classified among the P sample and was comprised of 90 participants. Ninety early childhood teachers as P sample sorted the 48 Q statements. Results: The findings of this study were summarized as follows: First, the types of early childhood teacher's turnover intentions were identified as four-factors. Second, the characteristics of the four-types of turnover intention were interpreted as follows: 'The type of complex psychological conflict', 'The type of pursuit of social value', 'The type of dependence on organizational environment', 'The type of realistic self-development'. Conclusion/Implications: We suggested political and institutional supporting ways for each type of early childhood teachers.

• 한국보육학회지
• /
• 제19권2호
• /
• pp.71-84
• /
• 2019

본 연구는 보육교사의 행복감과 셀프리더십이 유아권리존중에 미치는 영향을 살펴보는데 목적을 두었다. 이를 위해 G시에 소재한 어린이집에서 근무하고있는 보육교사 350명을 대상으로 질문지를 사용하였으며 최종 291부를 일원배치분산분석, 위계적 회귀분석을 통해 분석하였다. 연구결과, 첫째, 행복감 하위요인인 외적행복과 자기조절행복은 보육교사학력에 따라 차이가 있었으며, 셀프리더십 하위요인인 행위전략과 인지전략은 학력과 경력에 따라 차이가 있었다. 유아권리존중 하위요인인 생존권, 보호권, 발달권, 참여권은 보육교사 학력과 경력에 따라 차이가 있었으며, 발달권은 어린이집 유형에 따라서도 차이가 있었다. 둘째, 보육교사의 행복감, 셀프리더십, 유아권리존중 간에도 유의미한 정적상관이 있는 것으로 나타났다. 셋째, 보육교사의 행복감과 셀프리더십이 유아권리존중에 유의미한 영향을 미치는 것으로 나타났다. 본 연구는 동시대가 요구하는 유아권리존중 인식이 높은 보육교사 양성을 위한 노력의 일환으로 보육교사의 행복감과 셀프리더십을 증진시키는 제도 및 교육 방안 마련을 위한 노력이 필요함을 확인하는데 그 의의를 둔다.

• 한국보육지원학회지
• /
• 제12권3호
• /
• pp.41-60
• /
• 2016

The purpose of this study was to examine differences in multicultural early childhood teaching activities according to the general characteristics of early childhood teachers, to analyze the relationships and effects of early childhood teachers' happiness, variables of attitudes toward the teaching profession, and variables of multicultural teaching, and ultimately to identify variables related to early childhood teachers that explain multicultural early childhood teaching activities. For this study, 270 teachers in charge of young children from multicultural families at early childhood education institutions were sampled. When the 'age' variable, which might affect multicultural teaching activities, was excluded and the relationships among early childhood teachers' variables as independent variables were analyzed, happiness and obsessive passion were found to have an effect on multicultural teaching activities. These findings suggest that early childhood teachers' happiness and passion for teaching needs to be enhanced as an effort to set the direction of multicultural education fit for the characteristics of Korea in the field of early childhood education, where the foundation of culture is laid and prejudices are easily formed.

• 한국보육학회지
• /
• 제18권4호
• /
• pp.175-185
• /
• 2018

본 연구에서는 영아반 교사의 인구사회학적 특성과 원장과 동료의 정서적 지지가 보육효능감에 미치는 영향을 알아보는데 목적이 있다. 연구대상은 서울시와 경기도에 위치한 어린이집에 근무하는 영아반 교사 169명이다. 자료는 집단 간 차이를 알아보기 위해 t-검증과 ANOVA 분석을 실시하였고, 각 변인 간 관계 및 영향력을 알아보기 위해 상관관계분석과 다중회귀분석 방법을 사용하였다. 연구결과는 첫째, 영아반 교사의 인구사회학적 특성에 따른 보육효능감을 살펴보면 결혼여부와 경력에서 통계적으로 유의미한 차이가 나타났다. 둘째, 영아반 교사의 보육효능감은 동료교사 지지와 가장 큰 양의 상관을 가지고 있었고, 그 다음 원장 지지로 나타났다. 셋째, 영아반 교사의 보육효능감에 동료교사 지지, 경력, 결혼여부, 원장 지지 순으로 영향을 미치는 것으로 나타났다. 결론적으로 경력이 많고 기혼인 교사의 보육효능감이 높은 것으로 나타났으며, 영아반 교사의 보육효능감에는 동료교사의 정서적 지지가 가장 큰 영향을 미치고 있었다.

• 한국보육지원학회지
• /
• 제17권2호
• /
• pp.143-160
• /
• 2021

Objective: This study explored the relationship between early childhood teachers' teaching efficacy, teacher-child interaction, and preschoolers' school readiness. Methods: The data were drawn from the seventh wave of the Panel Study on Korean Children. The subjects of this study were 1,150 preschoolers and their teachers. Early childhood teachers reported their teaching efficacy, their interaction with preschoolers, and preschoolers' school readiness. Data were analyzed using structural equation modeling. Results: First, early childhood teachers' teaching efficacy did not have a direct effect on preschoolers' school readiness. Second, early childhood teachers' teaching efficacy had an indirect effect on preschoolers' school readiness through teacher-child interaction. In other words, teachers with a high level of teaching efficacy had high-quality interactions with preschoolers, which led to preschoolers showing a high level of school readiness. Conclusion/Implications: The results of this study highlight the importance of teachers' high teaching efficacy and high-quality interactions between teachers and preschoolers to improve preschoolers' school readiness. In addition, this study contributes to a better understanding of the mechanism by which teachers' teaching efficacy influences preschoolers' school readiness.

• 문화기술의 융합
• /
• 제6권1호
• /
• pp.83-90
• /
• 2020

본 연구의 목적은 보육교사의 정서노동과 회복탄력성 및 소진 간 관계를 살펴보고, 정서노동과 회복탄력성이 소진에 미치는 영향을 고찰하는 것이다. 연구대상은 수도권 소재 어린이집에 근무 중인 보육교사 251명이다. 연구대상의 정서노동과 회복탄력성 및 소진은 설문지를 사용하여 조사했다. 수집된 자료는 SPSS 21.0을 활용하여 분석했으며, 기술통계분석과 Pearson 상관관계분석 및 중다회귀분석을 실시했다. 자료분석에서 소진과 회복탄력성은 총점을 사용했으며, 정서노동은 하위요인(자연적행동, 내면적행동, 표면적행동) 점수를 사용했다. 연구결과로는 첫째, 보육교사의 자연적행동과 내면적행동은 소진과 부적 상관관계이고, 표면적행동은 소진과 정적 상관관계인 것으로 나타났다. 둘째, 보육교사의 표면적행동은 소진에 정적 영향을 미쳤고, 회복탄력성은 소진에 부적 영향을 주는 것으로 밝혀졌다.