영유아교사의 눈치, 공감능력, 대인관계 간의 개인 변인별 차이와 상관관계

Relationships between Early Childhood Teacher’s Nun-chi, Empathy and Interpersonal Relationships

본 연구는 어린이집 영유아교사의 배경변인에 따른 눈치, 공감 능력, 대인관계의 차이와 영유아교사의 눈치, 공감 능력, 대인관계 간의 관계를 분석하고자 하였다. 이를 위해 충북지역 C도시의 영유아교사 169명을 대상으로 자기보고식 설문을 조사하고 상관관계 분석을 실시한 결과는 다음과 같다. 첫째, 영유아교사의 배경변인에 따른 눈치는 결혼여부, 근무경력, 보유자격증에 따라 유의한 차이가 있는 것으로 나타났고, 공감능력은 연령, 결혼여부, 소속기관, 총 근무경력에 따라 유의한 차이가 있었으며, 대인관계는 소속기관 유형에 따라 유의한 차이가 있는 것으로 나타났다. 둘째, 눈치와 공감능력, 대인관계는 서로 유의한 정적 상관관계를 보이는 것으로 나타났다. 본 연구는 한국 사회에서 주로 나타나는 특성인 눈치를 유아교육현장에 시도하여 그 관계를 밝혀냈다는 점에 의의가 있으며, 영유아교사의 눈치와 공감능력 및 대인관계 향상을 위한 상담 및 교사교육 활용 가능성을 제안하였다.

The purpose of this study is to investigate the relationships between the level of early childhood teacher’s nun-chi, empathy and interpersonal relationships. and to verify how these affects the education. The essential features of study method was a self-report questionnaire on survey. The participants characteristics were 166 early childhood teachers working in day care centers in C city, Chungcheongbuk-do. Data analysis performed Correlation and multiple Regression Analysis. The results of the study were as follows. First, as a result of investigating individual variables, for nun-chi, there was a significant difference according to the marital status, work experience, and certificate levels. For empathy, there was a significant difference according to the ages, marital status, belonging department, total gross work experience. For interpersonal relationships, a significant difference was observed according to the types of belonging departments. Second, as a result of verifying the relationship between early childhood teacher’s nun-chi, empathy and interpersonal relationships, all these parameters showed significant positive correlations with each other. This study verified the relationship among early childhood teacher’s nun-chi, empathy and interpersonal relationships. In this study, the concept of a Korean-specific characteristic, nun-chi was applied to the field of early childhood education and its effect was verified. It could be used for counseling intervention and teacher education for early childhood teacher.