유아특수교사의 놀이지원 역량에 영향을 미치는 대인관계 특성 분석

Analysis of Interpersonal Characteristics Affecting the Play Support Competencies of Early Childhood Special Education Teachers

이 연구는 유아특수교사의 놀이지원 실행 역량에 영향을 미치는 대인관계 특성을 분석하였다. 연구 도구는 “대인관계 형용사척도(KIAS)”로 온라인 설문조사로 수집된 153명의 자료를 단계적 회귀분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 유아특수교사의 교육과정 운영 역량은 교사의 대인관계 특성이 친화형, 지배형일수록 그 역량이 높고, 고립형과 사교형일수록 그 역량이 낮았다. 둘째, 유아특수교사의 배움 지원 역량은 교사의 대인관계 특성이 친화형일수록 그 역량이 높고, 복종형일수록 그 역량이 낮았다. 셋째, 유아특수교사의 기록과 평가 역량은 교사의 대인관계 특성이 친화형일수록 그 역량이 높고, 복종형일수록 그 역량이 낮았다. 넷째, 유아특수교사의 전문성 함양 역량은 교사의 대인관계 특성이 지배형, 친화형일수록 그 역량이 높고, 고립형일수록 그 역량이 낮았다. 다섯째, 유아특수교사의 관계 형성 역량은 교사의 대인관계 특성이 친화형일수록 그 역량이 높고, 복종형일수록 그 역량이 낮았다. 향후 유아특수교사의 직전교육 및 현직교육의 기초자료로 활용할 것을 제안하였다.

The purpose of this study was to analyze of the interpersonal characteristics that affect the play support competency of early childhood special education teachers. As the research tool, “Interpersonal Adjective Scale (KIAS)”, a stepwise linear Regression analysis was performed on the data of 153 individuals collected through an online survey. The results of the study are as follows. First, the ability to operate the curriculum of early childhood special teachers was higher when the teacher s interpersonal characteristics were friendly and dominant, and lower as they were inhibited and sociable type. Second, the ability to support learning of early childhood special teachers was higher when the teacher s interpersonal characteristics were friendly and lower as they were obedience type. Third, the ability to the recording and evaluation competencies of early childhood special teachers was higher when the teacher s interpersonal characteristics were friendly and lower as they were obedience type. Fourth, the ability to increase expertise of early childhood special education teachers was higher when the teacher s interpersonal characteristics were friendly and dominant and lower as they were inhibited type. Fifth, the ability to relationship-building competency of early childhood special education teachers was higher when the teacher s interpersonal characteristics were friendly and lower as they were obedience type. In the future, we propse using this basic data in the pre-service training and in-service training of teachers to strengthen the play support competency of early childhood special education teachers.