보육교사 전문성 측정도구 개발 및 타당화

Development and Validation of Professionalism Scale for Childcare Teachers: Focused on Infant-Toddler Childcare Teachers

본 연구는 영아를 담당하는 보육교사의 전문성 측정도구를 개발하고 신뢰도 및 타당도를 검증하는데 그 목적이 있다. 최종 개발된 측정도구의 타당화를 위한 연구대상은 서울, 경기 및 충청지역의 어린이집에서 영아반을 담당하고 있는 보육교사 569명이었다. 연구 결과 영아보육교사의 전문성 척도는 총 70문항으로 구성되었으며, 하위요인은 지식적 능력, 인성적 자질, 돌봄 능력, 관계적 능력, 보육과정운영 등 5요인이었다. 본 척도의 신뢰도 범위는 .88에서 .95로 나타났으며, 전체 신뢰도는 .98이었다. 본 연구는 영아보육교사의 전문성에 대한 개념 탐색과 영아보육교사의 전문성을 측정할 수 있는 척도가 충분하지 않은 상태에서 영아를 담당하는 보육교사의 전문성을 측정하기 위한 타당도와 신뢰도가 확보된 도구를 개발하였다는 데 의의가 있다.

The purpose of this study was to evaluate the development and validation of an effective instrument which could evaluate the level of infant-toddler child-care teachers professionalism as well as explore factors constituting their professionalism. In order to verify the validity and reliability of each item with respect to professionalism, data was collected from 569 child-care teachers across “Infant-toddler” classes in Seoul, Gyeonggi-Do, Incheon, and Daejeon province. The results revealed that the professionalism self-evaluation scale for infant-toddler child-care teachers consisted of five subfactors divided into 70 items. Those subfactors were knowledge-based competence, personality quality, caring ability, cooperative ability, and ability to handle child-care curriculum. The analysis was conducted to verify that these five subfactors were proper in term of organizing professionalism, drawing results that ranged from .87-.88 between the five subfactors, and the total average provided a high positive correlation as well as .56 to .76 among each subfactor. This result confirmed that each of the subfactors bore an organic relationship and formed a single job. The model of the professionalism self-evaluation scale for infant-toddler child-care teachers developed in this study were confirmed as suitable.