유아교사의 전문적 학습환경, 교사효능감, 교사역량 간의 관계

The Relationships among Early Childhood Teachers’ Professional Learning Environment, Teacher Efficacy, and Teacher Competency

본 연구는 유아교사의 전문적 학습환경, 교사효능감, 교사역량 간의 관계를 살펴보고자 하였다. 연구 대상은 대구·경북지역의 유아교사 384명이며, 수집한 자료는 SPSS 25.0을 사용하여 상관분석과 중다회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 전문적 학습환경, 교사효능감, 교사역량 간에는 모두 유의한 정적 상관관계가 나타났으며, 모든 하위영역 간에도 유의한 정적 상관관계가 나타났다. 둘째, 전문적 학습환경과 교사효능감은 교사역량에 정적인 영향을 미쳤으며 교사역량에 미치는 영향력을 살펴본 결과 교사효능감, 전문적 학습환경 순으로 영향을 미치는 것으로 나타났다. 이는 유아교사의 교사역량을 높이기 위해서는 전문적 학습환경의 조성과 더불어 교사효능감을 높이는 방안 마련이 필요함을 시사한다.

The purpose of this study is to investigate the relationship among the early childhoodteachers professional learning environment, teachers efficacy, and teacher competency. Theresearch object in this study was 384 early childhood teachers in Daegu·Gyeongbuk area, andthe correlation analysis and multiple regression analysis for the collected data were executed byusing SPSS 25.0. From the result of this research above, it may be summed up as follows. First,this study has found out that there was significant positive correlation among professionallearning environment, teachers efficacy, and teacher competency, and that there was significantpositive correlation among all the subfields. Second, the professional learning environment andteachers efficacy had a positive effect on the teacher competency, and as a result of analyzingthe influence that affected the teacher competency, it affected the teachers efficacy, professionallearning environment in order. To conclude, the significance of the study can be found in thatit needs to prepare a plan to increase teachers efficacy as well as create professional learningenvironment in order to increase the teacher competency of early childhood teachers.