학술논문
보육교사의 전문성인식과 유아권리인식 및 문제행동지도전략 간의 관계 / The Relationship Between Childcare Teachers’ Recognition of Professionalism, Awareness of Young Children's Rights, and Problem Behavior Guidance Strategy
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 보육교사의 전문성인식과 유아권리인식 및 문제행동지도전략 간의 관계를 알아보는 데 목적이 있다. 이와 같은 목적을 달성하기 위해 설정한 연구 문제는 다음과 같다.1. 보육교사의 전문성인식과 유아권리인식 및 문제행동지도전략은 교사의 인구사회학적 특성에 따라 어떠한 경향을 보이는가? 2. 보육교사의 전문성인식과 유아권리인식 및 문제행동지도전략 간의 관계는 어떠한가? 2-1. 보육교사의 전문성인식과 유아권리인식 간의 관계는 어떠한가? 2-2. 보육교사의 전문성인식과 문제행동지도전략 간의 관계는 어떠한가? 2-3. 보육교사의 유아권리인식과 문제행동지도전략 간의 관계는 어떠한가? 본 연구의 대상은 전국 지역의 어린이집에서 재직 중인 만3세~만5세 유아반 교사 314명이었다. 본 연구에서 사용한 검사도구는 보육교사의 전문성인식을 알아보기 위해 조은주(2012)가 타당도를 검증한 ‘전문성인식’ 척도를 사용하였고, 보육교사의 유아권리에 대한 인식을 파악하기 위해 최은숙(2014)이 타당도를 검증한 ‘아동권리인식’ 척도를 사용하였다. 그리고 보육교사의 문제행동지도전략을 알아보기 위해서는 김연하(2007)가 타당도를 검증한 ‘문제행동지도전략’(Teacher Strategy Questionnaire: TSQ) 척도를 사용하였다.수집된 자료는 SPSS/WIN 29.0 통계프로그램을 활용하여 분석되었다. 자료분석은 연구 문제에 따라 다음과 같이 이뤄졌다.첫째, 보육교사의 인구사회학적 특성을 살펴보기 위해서 빈도분석을, 인구사회학적 특성에 따른 변인 간의 차이를 분석하기 위해서는 일원변량 분산분석(One-way ANOVA)을 실시하였으며, 집단 간의 차이를 구체적으로 살펴보기 위해서 Scheffé 검증을 실시하였다. 둘째, 보육교사의 전문성인식과 유아권리인식 및 문제행동지도전략 간의 관계를 분석하기 위해 Pearson 적률상관분석과 중다회귀분석을 실시하였다. 연구 문제에 따른 연구결과를 요약하면 다음과 같다.첫째, 보육교사의 인구사회학적 특성에 따른 일반적 경향을 살펴본 결과, 보육교사의 전문성인식은 교사의 연령, 학력, 근무기관, 경력, 담당 유아 연령에 따라 유의한 차이가 있는 것으로 나타났으나, 전공에 따라서는 차이가 나타나지 않았다. 즉, 20대 보육교사이며, 4년제 이상의 학력을 가졌고, 법인어린이집에 근무하며, 5년 미만의 경력을 가졌고, 5세 유아반을 담당하는 교사의 경우 전문성인식이 가장 높게 나타났다. 보육교사의 유아권리인식은 교사의 연령, 학력, 근무기관, 경력, 담당 유아 연령에 따라 유의한 차이가 있는 것으로 나타났다. 즉, 40대 이상의 보육교사이며, 4년제 이상의 학력을 가졌고, 직장어린이집에 근무하며, 사회복지를 전공하고, 5년 미만의 경력을 가졌으며, 5세 유아반을 담당한 교사의 경우 유아권리인식이 가장 높게 나타났다. 보육교사의 문제행동지도전략은 교사의 연령, 학력, 근무기관, 경력, 담당 유아 연령에 따라 유의한 차이가 있는 것으로 나타났다. 즉, 20대 보육교사이며, 4년제 이상의 학력을 가졌고, 직장어린이집에 근무하며, 아동학을 전공하고, 5년 미만의 경력을 가졌으며, 5세 유아반을 담당한 교사의 경우 문제행동지도전략을 가장 많이 사용하는 것으로 나타났다.둘째, 보육교사의 전문성인식과 유아권리인식 및 문제행동지도전략 간의 관계를 살펴본 결과, 세 변인 간에 모두 정적 상관관계가 있는 것으로 나타났다. 각 변인 간의 영향력을 구체적으로 살펴보기 위하여 중다회귀분석을 실시한 결과는 다음과 같다.먼저, 보육교사의 전문성인식과 유아권리인식은 정적 상관을 보였으며, 보육교사의 전문성인식은 유아권리인식에 영향을 미쳤다. 이는 보육교사의 전문성인식이 높을수록 유아권리인식도 높은 것으로 해석할 수 있다. 다음으로, 보육교사의 전문성인식과 문제행동지도전략은 정적 상관을 보였으며, 보육교사의 전문성인식은 보육교사의 문제행동지도전략에 영향을 미쳤다. 이는 보육교사의 전문성인식이 높을수록 문제행동지도전략도 많이 사용하는 것으로 해석할 수 있다. 또한, 보육교사의 유아권리인식과 문제행동지도전략은 정적 상관을 보였으며, 보육교사의 유아권리인식은 문제행동지도전략에 영향을 미쳤다. 이는 보육교사의 유아권리인식이 높을수록 문제행동지도전략도 많이 사용함을 의미한다. 본 연구에서는 보육교사의 전문성인식과 유아권리인식 및 문제행동지도전략 간에 정적 상관관계가 있으며, 보육교사의 전문성인식이 유아의 권리에 대한 인식은 물론 유아의 문제행동지도전략에도 지대한 영향을 미칠 수 있다는 의미 있는 결과를 제시하였다. 따라서 본 연구는 보육현장에서의 교사의 전문성인식과 역량의 중요성 및 그 영향력을 검증하였다는 점에서 의의가 높다.
The purpose of this study is to examine the relationship between childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior guidance strategy.The research questions set to achieve this goal are as following.1. What is the tendency of childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior strategy shown according to the demographic characteristics of teachers?2. What is the relationship between childcare teachers' recognition of professionalism, awareness of young children's rights, and problem behavior guidance strategy?2-1. What is the relationship between childcare teachers’ recognition of professionalism and awareness of young children's rights?2-2. What is the relationship between childcare teachers' recognition of professionalism and problem behavior guidance strategy?2-3. What is the relationship between childcare teachers' awareness of young children's rights and problem behavior guidance strategy?The subjects of this study included 314 nursery teachers for ages between 3 and 5, working at daycare centers across the country. The 'professionalism' scale, verified for validity by Jo Eun-ju (2012), was used to find out childcare teachers’ recognition of professionalism, and ‘recognition of children’s rights’ scale, verified for validity by Choi Eun-suk (2014) was used to understand the childcare teachers' awareness of children's rights. In addition, 'Teacher Strategy Questionnaire (TSQ)' scale, of which the validity was verified by Kim Yeon-ha (2007) was used to understand the problem behavior guidance strategy of childcare teachers.The collected data were analyzed using the SPSS/WIN 29.0 statistical program. Data analysis was conducted as following according to the research problem.First, frequency analysis was conducted to examine the socio-demographic characteristics of childcare teachers, one-way ANOVA was conducted to analyze the differences between variables according to socio-demographic characteristics, and Scheffé's verification was performed to examine the differences between the groups comprehensively. Second, Pearson's moment-effect correlation analysis and multiple regression analysis were conducted to analyze the relationship between childcare teachers' recognition of professionalism, awareness of young children's rights, and problem behavior guidance strategy.The results of research questions are summarized as following.First, as a result of examining childcare teachers’ general trends based on their socio-demographic characteristics, childcare teachers’ recognition of professionalism was found to have significant differences according to the teacher’s age, educational background, work place, career, and age of children in charge, but not according to the teachers’ major area of study. In other words, teachers in their 20s with more than 4 years of more of college education, employed at a corporate childcare center in charge of 5-year-old for less than 5 years were shown to have the highest recognition level of professionalism. As for the childcare teachers’ awareness of young children’s rights, there was a significant difference according to the teacher's age, educational background, major area of study, career, and age of children in charge, but no significant difference was found according to the type of work places. In other words, childcare teachers in their 20s or older with 4 years or more of college education, majoring in social welfare, have worked less than 5 years, and in charge of 5-year-old nursery class, showed the highest awareness level of children's rights. The problem behavior guidance strategy of childcare teachers showed significant differences according to the teacher's age, educational background, work places, career, and ages of children in charge. In other words, childcare teachers in their 20s with 4 years or more of college education, majoring in child studies, employed at a workplace childcare center for less than 5 years, and in charge of 5-year-old nursery classes, were shown to use problem behavior guidance strategy the most.Second, as a result of examining the relationship among childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior guidance strategy, these three variables are found to have positive correlation. The results of multiple regression analysis to specifically examine the influence among each variable are as following.First, childcare teachers' recognition of professionalism and awareness of young children’s rights showed a positive correlation, and childcare teachers' recognition of professionalism had an effect on the awareness of young children’s rights. This can be interpreted as the higher the childcare teachers’ recognition of professionalism, the higher the awareness of young children’s rights. Next, childcare teachers' recognition of professionalism and problem behavior guidance strategy showed a positive correlation, and childcare teachers' recognition of professionalism had an effect on childcare teachers' problem behavior guidance strategy. This can also mean that more problem behavior guidance strategy is used as the childcare teachers show higher recognition of professionalism. In addition, childcare teachers' awareness of young children’s rights and problem behavior guidance strategy showed a positive correlation, and childcare teachers' awareness of young children’s rights had an effect on problem behavior guidance strategy. This means that the higher the childcare teachers' awareness of young children’s rights, the more usage of problem behavior guidance strategy.This study implicates a positive correlation among childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior guidance strategy, not to mention a significant effect of childcare teachers’ recognition of professionalism on awareness of young children’s rights and problem behavior guidance strategy. Therefore, this study is significant in that it verifies the importance and influence of childcare teachers' recognition of professionalism and their competency in the childcare field.
The purpose of this study is to examine the relationship between childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior guidance strategy.The research questions set to achieve this goal are as following.1. What is the tendency of childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior strategy shown according to the demographic characteristics of teachers?2. What is the relationship between childcare teachers' recognition of professionalism, awareness of young children's rights, and problem behavior guidance strategy?2-1. What is the relationship between childcare teachers’ recognition of professionalism and awareness of young children's rights?2-2. What is the relationship between childcare teachers' recognition of professionalism and problem behavior guidance strategy?2-3. What is the relationship between childcare teachers' awareness of young children's rights and problem behavior guidance strategy?The subjects of this study included 314 nursery teachers for ages between 3 and 5, working at daycare centers across the country. The 'professionalism' scale, verified for validity by Jo Eun-ju (2012), was used to find out childcare teachers’ recognition of professionalism, and ‘recognition of children’s rights’ scale, verified for validity by Choi Eun-suk (2014) was used to understand the childcare teachers' awareness of children's rights. In addition, 'Teacher Strategy Questionnaire (TSQ)' scale, of which the validity was verified by Kim Yeon-ha (2007) was used to understand the problem behavior guidance strategy of childcare teachers.The collected data were analyzed using the SPSS/WIN 29.0 statistical program. Data analysis was conducted as following according to the research problem.First, frequency analysis was conducted to examine the socio-demographic characteristics of childcare teachers, one-way ANOVA was conducted to analyze the differences between variables according to socio-demographic characteristics, and Scheffé's verification was performed to examine the differences between the groups comprehensively. Second, Pearson's moment-effect correlation analysis and multiple regression analysis were conducted to analyze the relationship between childcare teachers' recognition of professionalism, awareness of young children's rights, and problem behavior guidance strategy.The results of research questions are summarized as following.First, as a result of examining childcare teachers’ general trends based on their socio-demographic characteristics, childcare teachers’ recognition of professionalism was found to have significant differences according to the teacher’s age, educational background, work place, career, and age of children in charge, but not according to the teachers’ major area of study. In other words, teachers in their 20s with more than 4 years of more of college education, employed at a corporate childcare center in charge of 5-year-old for less than 5 years were shown to have the highest recognition level of professionalism. As for the childcare teachers’ awareness of young children’s rights, there was a significant difference according to the teacher's age, educational background, major area of study, career, and age of children in charge, but no significant difference was found according to the type of work places. In other words, childcare teachers in their 20s or older with 4 years or more of college education, majoring in social welfare, have worked less than 5 years, and in charge of 5-year-old nursery class, showed the highest awareness level of children's rights. The problem behavior guidance strategy of childcare teachers showed significant differences according to the teacher's age, educational background, work places, career, and ages of children in charge. In other words, childcare teachers in their 20s with 4 years or more of college education, majoring in child studies, employed at a workplace childcare center for less than 5 years, and in charge of 5-year-old nursery classes, were shown to use problem behavior guidance strategy the most.Second, as a result of examining the relationship among childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior guidance strategy, these three variables are found to have positive correlation. The results of multiple regression analysis to specifically examine the influence among each variable are as following.First, childcare teachers' recognition of professionalism and awareness of young children’s rights showed a positive correlation, and childcare teachers' recognition of professionalism had an effect on the awareness of young children’s rights. This can be interpreted as the higher the childcare teachers’ recognition of professionalism, the higher the awareness of young children’s rights. Next, childcare teachers' recognition of professionalism and problem behavior guidance strategy showed a positive correlation, and childcare teachers' recognition of professionalism had an effect on childcare teachers' problem behavior guidance strategy. This can also mean that more problem behavior guidance strategy is used as the childcare teachers show higher recognition of professionalism. In addition, childcare teachers' awareness of young children’s rights and problem behavior guidance strategy showed a positive correlation, and childcare teachers' awareness of young children’s rights had an effect on problem behavior guidance strategy. This means that the higher the childcare teachers' awareness of young children’s rights, the more usage of problem behavior guidance strategy.This study implicates a positive correlation among childcare teachers’ recognition of professionalism, awareness of young children’s rights, and problem behavior guidance strategy, not to mention a significant effect of childcare teachers’ recognition of professionalism on awareness of young children’s rights and problem behavior guidance strategy. Therefore, this study is significant in that it verifies the importance and influence of childcare teachers' recognition of professionalism and their competency in the childcare field.