유아교사의 다문화감수성, 다문화교수효능감과 다문화교수역량의 구조적 관계

Structural Relationship between the Multicultural Sensitivity, Multicultural Effectiveness, and Multicultural Teaching Capability of Early Childhood Teachers

이 연구는 유아교사가 지각하는 다문화감수성, 다문화교수효능감, 다문화교수역량간의 구조적 관계를 밝히는 데 목적이 있다. 연구대상은 전북지역 유아교사 300명을 대상으로 설문을 실시하여 그 중에서 255부의 성실한 응답 설문지를 사용하였다. 본 연구의 주요결과는 다음과 같다. 첫째, 전북지역 유아교사가 지각하는 다문화감수성, 다문화교수효능감, 다문화교수역량 간에는 통계적으로 유의하였다. 둘째, 유아교사의 다문화감수성, 다문화교수효능감, 다문화교수역량간의 영향 관계를 설명하는 연구모형을 분석한 결과, 최종 연구모형 절대 및 증분 적합도 지수는 χ2=91.157(p<.001), RMR은 .012 RMSEA는 .085, GFI는 .945, NFI는 .919, CFI는 .945 등으로 기준에 적합하였다. 셋째, 경로 관계를 분석한 결과, 다문화감수성과 다문화교수역량을 다문화교수효능감이 매개하는 경로에서 총 효과가 .542로 p<.05 수준에서 의미가 있었으며, 직접효과는 .155(p<.001), 간접효과는 .388로 p<.05 수준에서 유의미하였다. 이처럼 전북지역 유아교사가 지각한 다문화감수성이 다문화교수역량에 미치는 총 효과는 .542로 직접효과 보다는 간접적 효과가 큰 것을 알 수 있다. 연구 결과에서 전북지역 유아교사의 다문화감수성은 다문화교수역량에 있어서 다문화교수효능감의 간접적인 효과가 높았다. 이러한 결과는 유아교사의 다문화교수역량 증진을 위해서는 무엇보다 다문화교수효능감 하위요인인 일반생활, 수업 기능, 그리고 인간관계를 통한 효능감 향상을 위한 연수 및 지원 노력이 필요하였다.

The purpose of the study is to reveal the structural relationship between the perceived multicultural sensitivities of early childhood teachers, the efficacy of multicultural teaching and the competence of multicultural teaching. The study was conducted on 300 Kindergarten and daycare center teachers in JeonBuk Province and 255 sincere response questionnaires were used. The main results of this study are as follows. First, Multicultural sensitivity, effectiveness of multicultural teaching, and the competence of multicultural teaching that are perceived by infant teachers in JeonBuk Province were statistically significant to one another. Second, based on the analysis of the research model that describes the relationship between multicultural sensitivity, effectiveness of multicultural teaching, and multicultural teaching competence of infant teachers, the absolute and incremental fitness index of the final research model χ2=91.157(p<.001), RMR(root mean square residual) was good at .012, RMSEA(root mean square error of approximation) was good at .085, GFI(goodness-of-fit-index) was .945, NFI(normal fit index) was .919 and CFI(comparative fit index) was good at .945. Third, the analysis of the route relationship showed that the total effect was .542(p<.05) on the route carried by the multicultural teaching Effectiveness, multicultural sensitivity, and effectiveness of multicultural teaching and the direct effect was .155(p).001), the indirect effects were at the level of .388(p<.05). As such, the total effect of multicultural sensitivity on the volume of multicultural teaching competence, which is perceived by infant teachers in JeonBuk Province, is more indirect than the direct effect among the 5.542. The results showed that the multicultural sensitivity of infant teachers in Jeonbuk Province had a high indirect effect of multicultural teaching efficacy in the volume of multicultural teaching competence. These results show the need for the general life and classroom functions, which are the sub-factors of multicultural teaching efficacy in order to increase the amount of multicultural teaching competence for infant teachers and it shows the need for training and support efforts to improve efficacy through human relationships.