영유아교사의 보육헌신이 놀이교수효능감에 미치는 영향

A Study of the Relationship between Childcare Commitment and Teaching Efficacy in Children’s Play of Early Childhood Teachers: An Analysis of the Mediating Effect of Interpersonal Relationships

본 연구는 영유아교사의 보육헌신이 놀이교수효능감에 미치는 영향에 있어서 대인관계의 매개효과를 분석하고자 하였다. 이를 통해 영유아교사의 놀이교수효능감에 긍정적인 영향을 미치는 변인의 다차원적인 이해를 제공하고 영유아교사의 놀이교수효능감 증진을 위한 방안을 마련하는데 연구의 목적이 있다. 연구대상은 부산광역시에 소재한 영유아교육기관의 교사 284명이다. 연구결과에 따르면 첫째, 영유아교사의 보육헌신과 놀이교수효능감, 대인관계 인식 수준은 모두 비교적 높은 수준으로 나타났다. 둘째, 영유아교사의 보육헌신, 놀이교수효능감, 대인관계 각 요인 간에 정적인 상관이 있는 것으로 나타났다. 즉, 보육헌신이 높은 영유아교사는 대인관계와 놀이교수효능감이 높았고 대인관계가 높은 영유아교사는 놀이교수효능감도 높았다. 셋째, 영유아교사의 대인관계는 보육헌신과 놀이교수효능감의 관계에서 부분적으로 매개역할을 하는 것으로 나타났다. 이러한 연구결과를 토대로 영유아교사의 놀이교수효능감 증진에 도움을 줄 수 있는 프로그램 개발을 위한 기초자료를 제공하는 방안을 논의하였다.

The purpose of this study was to examine the relationship among childcare commitment, teaching efficacy in children’s play, and interpersonal relationship of early childhood teachers. Specifically, this study investigated the mediating effect of interpersonal relationships on the relationship between childcare commitment and teaching efficacy in children’s play of early childhood teachers. The study participants were 251 early childhood teachers working in kindergartens and daycare centers in J province. Questionnaires were used to collect data. The results of the study were as follows: First, it was found that early childhood teachers had relatively high levels of childcare commitment, teaching efficacy in children’s play, and interpersonal relationships. Second, there was a significant positive correlation between childcare commitment, teaching efficacy in children’s play, and interpersonal relationships of early childhood teachers. It was shown that early childhood teachers with a high level of childcare commitment also had high levels of interpersonal relationships and teaching efficacy in children’s play. In addition, teachers with a high level of interpersonal relationships had a high level of teaching efficacy in children’s play. Third, the mediation effect of interpersonal relationships between childcare commitment and teaching efficacy in children’s play was found to be partially significant. This result is meaningful in that it provides basic data on an early childhood teacher training program to improve teaching efficacy in children’s play.