학술논문
유아교사의 아동권리 인식에 대한 중요도-실행도 분석(IPA) / Importance-Performance Analysis (IPA) of Early Childhood Teachers’ Awareness of Children’s Rights
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구에서는 아동과 가장 밀접한 관계에 있는 유아교사들의 아동권리에 대한 중요도와 실행도의 인식을 파악하여 아동권리에 대한 인식의 향상을 위해 우선적으로 지원하여야 할 항목 파악을 목적으로 하였으며, 이를 통해 유아교사의 아동권리 인식 강화 및 아동권리 존중을 위한 계획 수립의 기초 자료와 지원 방안을 제공하는 데 의의가 있다. 이러한 목적을 수행하기 위 해 설정된 연구문제는 다음과 같다. 연구문제 1. 아동권리에 대한 유아교사의 인식은 어떠한가? 가. 아동권리에 대한 중요도 인식은 어떠한가? 나. 아동권리에 대한 실행도 인식은 어떠한가? 다. 아동권리에 대한 중요도와 실행도 인식 간 차이는 어떠한가? 연구문제 2. 아동권리에 대한 유아교사 인식의 IPA 매트릭스는 어떠한가? 가. 아동권리 항목에 대한 IPA 매트릭스 분석결과는 어떠한가? 나. 아동권리 영역에 대한 IPA 매트릭스 분석결과는 어떠한가? 본 연구는 경상남도에 소재한 유치원과 어린이집에 재직 중인 교사들을 대상으로 온라인 설문조사를 실시하였고, 총 144명의 아동권리 인식에 대한 중요도와 실행도를 동시에 분석할 수 있는 IPA 매트릭스 기법을 활용하여 총 144명의 응답 자료를 분석하였다. 연구 도구는 선행연구(최은숙, 2014; 정미영, 2017)에 사용되었던 설문지를 참고하여 다시 수정·보완하여 재구성하였고, 수집된 응답을 분석하고 검증하기 위하여 SPSS 26.0과 Excel Program을 활용하여 분석하였다. 본 연구를 통해 얻어진 연구결과와 결론을 요약하면 다음과 같다. 연구결과 첫째, 유아교사들의 아동권리에 대한 중요도 인식은 전체적으로 긍정적으로 인식하는 것이 나타났으며, 하위항목별로는 보호권, 생존권, 참 여권, 발달권 순으로 나타났다. 실행도 인식도 전체적으로 긍정적인 인식 수준을 보여주고 있으며, 하위항목별로는 보호권, 생존권, 참여권, 발달권 순으로 나타났다. 둘째, IPA 매트릭스 분석을 통한 아동권리에 대한 유아교사들 의 중요도 인식과 실행도를 권리 영역에 따른 분포를 살펴 본 결과, 전체적으로 유지강화영역인 1사분면과 장기강화영역의 3사분면에 대부분 생존권과 보호권의 항목들이 분포하였으며, 중점개선영역의 2사분면과 과잉노력영역 인 4사분면에는 발달권과 참여권이 주로 분포하였다. 그 중 대부분의 생존권과 보호권에 관련된 항목들이 유지강화영역인 1사분면에 분포하였다. 반 면 참여권과 발달권은 중요도와 실행도가 모두 낮게 나타나 주로 장기개선 영역의 3사분면에 분포하였다. 이러한 본 연구의 결과를 토대로 유아교사들의 아동권리 인식 향상을 위하여 우선적으로 지원되어야 할 권리 항목에 대해 논의하였다. 영유아기는 삶을 살아가면서 가장 중요한 시기로서, 유아교사들은 아동의 권리 존중을 위해 교사는 아동의 개별적인 발달단계를 고려하며, 아동의 잠재적인 능력을 발전시켜 우리 사회의 미래 인재로서의 주체적인 삶을 살아 갈 수 있도록 지원하는 것 등의 아동권리에 대한 존중 및 보장의 중요성을 인지하고 실행해야 한다. 또한 이를 보육 및 교육현장에 적용하여 교사의 권리 존중에 대한 실천을 향상시킬 수 있는 교육과정을 운영하여야 한다.
The purpose of this study was to identify the importance and perform ance of children's rights among early childhood teachers, who have the c losest relationship with children, and to identify priority items for suppor t to improve their awareness of children's rights, thereby providing a ba sis for planning and support for strengthening early childhood teachers' awareness of children's rights and respect for children's rights. The follo wing research questions were set to fulfill these objectives. Research question 1. What are the perceptions of early childhood teachers on children's rights? A. What is their perception of the importance of children's rights? B. What are their perceptions of performance of children's rights? C. What is the difference between perceived importance and perceived performance of children's rights?Research question 2. What is the Importance Performance Analysis matrix of early childhood teachers' awareness of children's rights? A. What are the results of the Importance Performance Analysis matrix analysis of children's rights items? B. What are the results of the Importance Performance Analysis matrix analysis of children's rights areas? This study conducted an online survey of teachers in kindergartens an d daycare centers in Gyeongsangnam-do, South Korea, and analyzed the responses of a total of 144 people using the Importance Performance Ana lysis matrix technique, which can simultaneously analyze the importance and performance of children's rights awareness. The research instrument was modified, supplemented, and reconstructed by referring to the questi onnaires used in previous studies (Choi, 2014; Jung, 2017), and analyzed using SPSS 26.0 and Excel Program to analyze and validate the collected responses. The findings and conclusions of this study are summarized as follows. First, early childhood teachers' perceptions of the importance of childre n's rights were found to be positive overall, and by subcategory, they w ere in the order of protection, survival, participation, and development. The perception of performance also shows a positive overall level of awar eness, and the subscales are protection, survival, participation, and develo pment. Second, the Importance Performance Analysis matrix analysis of early childhood teachers' perceived importance and practice of children's rights was distributed according to the right areas, and the results showed that survival and protection rights were mostly distributed in the first quadra nt of maintenance and the third quadrant of long-term improvement, while development and participation rights were mainly distributed in the se cond quadrant of major improvement and the fourth quadrant of over-ex ertion. Among them, most of the items related to survival and protection rights were distributed in the first quadrant of maintenance. On the othe r hand, participation and developmental rights were low in both importan ce and performance, and were mainly distributed in the third quadrant of long-term improvement. Based on the results of this study, we discussed which rights items s hould be prioritized for improving early childhood teachers' awareness of children's rights. Infancy and early childhood are the most important periods in a child's life, and early childhood teachers should recognize and practice the impor tance of respecting and ensuring children's rights, such as considering c hildren's individual stages of development and supporting them to develo p their potential abilities so that they can lead independent lives as futur e human resources in our society. In addition, a training program should be implemented to improve teachers' practice of respecting children's rig hts by applying it to childcare and education settings.
The purpose of this study was to identify the importance and perform ance of children's rights among early childhood teachers, who have the c losest relationship with children, and to identify priority items for suppor t to improve their awareness of children's rights, thereby providing a ba sis for planning and support for strengthening early childhood teachers' awareness of children's rights and respect for children's rights. The follo wing research questions were set to fulfill these objectives. Research question 1. What are the perceptions of early childhood teachers on children's rights? A. What is their perception of the importance of children's rights? B. What are their perceptions of performance of children's rights? C. What is the difference between perceived importance and perceived performance of children's rights?Research question 2. What is the Importance Performance Analysis matrix of early childhood teachers' awareness of children's rights? A. What are the results of the Importance Performance Analysis matrix analysis of children's rights items? B. What are the results of the Importance Performance Analysis matrix analysis of children's rights areas? This study conducted an online survey of teachers in kindergartens an d daycare centers in Gyeongsangnam-do, South Korea, and analyzed the responses of a total of 144 people using the Importance Performance Ana lysis matrix technique, which can simultaneously analyze the importance and performance of children's rights awareness. The research instrument was modified, supplemented, and reconstructed by referring to the questi onnaires used in previous studies (Choi, 2014; Jung, 2017), and analyzed using SPSS 26.0 and Excel Program to analyze and validate the collected responses. The findings and conclusions of this study are summarized as follows. First, early childhood teachers' perceptions of the importance of childre n's rights were found to be positive overall, and by subcategory, they w ere in the order of protection, survival, participation, and development. The perception of performance also shows a positive overall level of awar eness, and the subscales are protection, survival, participation, and develo pment. Second, the Importance Performance Analysis matrix analysis of early childhood teachers' perceived importance and practice of children's rights was distributed according to the right areas, and the results showed that survival and protection rights were mostly distributed in the first quadra nt of maintenance and the third quadrant of long-term improvement, while development and participation rights were mainly distributed in the se cond quadrant of major improvement and the fourth quadrant of over-ex ertion. Among them, most of the items related to survival and protection rights were distributed in the first quadrant of maintenance. On the othe r hand, participation and developmental rights were low in both importan ce and performance, and were mainly distributed in the third quadrant of long-term improvement. Based on the results of this study, we discussed which rights items s hould be prioritized for improving early childhood teachers' awareness of children's rights. Infancy and early childhood are the most important periods in a child's life, and early childhood teachers should recognize and practice the impor tance of respecting and ensuring children's rights, such as considering c hildren's individual stages of development and supporting them to develo p their potential abilities so that they can lead independent lives as futur e human resources in our society. In addition, a training program should be implemented to improve teachers' practice of respecting children's rig hts by applying it to childcare and education settings.