유아교사가 인식한 기관풍토가 교사-유아 상호작용에 미치는 영향

The effect of Organizational Climate on Teacher-Child Interaction recognized by Early Childhood Teachers: Focusing on the mediating effect of Teachers' Instructional Leadership

목적 본 연구에서는 기관풍토, 교사수업리더십, 교사-유아 상호작용 변인 간 관계를 분석하여 교사-유아의 상호작용을 향상시키기 위한 방향을 모색한다. 방법 이를 위해 첫째, 유아교사가 인식한 기관풍토, 교사수업리더십, 교사-유아 상호작용 관계를 살피고, 둘째, 유아교사가 인식한 기관풍토와 교사-유아 상호작용 관계에서 교사수업리더십 매개효과를 분석하였다. 결과 첫째, 기관풍토, 교사수업리더십, 교사-유아 상호작용 상관관계는 모두 유의미한 정적 상관관계를 보였다. 둘째, 기관풍토, 교사-유아 상호작용 관계에서 교사수업리더십 매개효과는 완전매개 역할을 하였다. 결론 교사-유아 상호작용을 높이기 위해서는 교사수업리더십을 매개로 한 기관풍토가 중요함이 확인되었다.

Objectives The purpose of this study is to find a direction for successful teacher-child interaction through analyz-ing the relationship between organizational climate, teachers' instructional leadership, teacher-child interaction. Methods To this end, first, examine the relationship among organizational climate and teachers' instructional leadership and teacher-child interaction recognized by early childhood teachers. And second, analyze the media-ting effect of teachers' instructional leadership in relation to organizational climate and teacher-child interaction. Results First, the correlation between organizational climate, teachers' instructional leadership and teacher-child interaction showed significant positive correlation. Second, as a result of analyzing the mediating effect of teach-ers' instructional leadership on the relationship between organizational climate and teacher-child interaction, it was fully mediated. Conclusions In conclusion, it was confirmed that organizational climate through teachers' instructional leadership is important for improving teacher-child interaction.