보육교사의 다문화감수성 관련변인 탐색

Investigation of Variables related to Daycare Teacher's Multicultural Sensitivity

The purpose of this study is to provide a basic plan capable of practicing appropriate educationfor multicultural age by examining the level of daycare teachers' multicultural sensitivity andclarifying the integrated related variables affecting this. For this purpose, a self-administeredquestionnaire was conducted on 271 daycare teachers who received promotion education inJeollabuk-do to research multicultural experience, self-esteem, job satisfaction and attitude towardhuman rights. The results are as follows: First, the level of child care teachers' multiculturalsensitivity was a little higher than the average (M=3.25), and the subdomains were 'InteractionEnjoyment', 'Respect for Cultural Differences', 'Interaction Engagement', 'interaction Confidence'and 'Interaction Attentiveness', in that order. Second, as a result of hierarchical linear regressionanalysis, direct contact experience, media experience, self-esteem and attitude toward human rightswere the variables affecting daycare teachers' multicultural sensitivity. In addition, the totalexplanatory power was 31.5%. In other words, according to the results, daycare teachers'multicultural sensitivity was high in proportion much and positive direct daily experience and mediaexperience in multiculturalism, self-esteem and attitude toward human rights, and in particular,informal multicultural experience and attitude toward human rights were the most effective