예비유아교사의 죽음에 대한 인식과 행복감이 주관적 안녕감에 미치는 영향

Effect of early childhood pre-service teachers perception of death and happiness on their subjective well-being

본 연구의 목적은 예비유아교사들의 죽음에 대한 인식과 행복감이 주관적 안녕감에 미치는영향력을 알아보는 것이다. 부산광역시에 소재한 대학교에 재학 중인 예비유아교사 349명을 대상으로 실시한 본 연구결과는 다음과 같다. 첫째, 예비유아교사의 죽음에 대한 인식, 행복감, 주관적 안녕감의 인식 수준은 보통 이상으로 나타났다. 둘째, 죽음에 대한 긍정 정도가 높을수록 주관적 안녕감의 하위요인 중 ‘긍정적 정서’가 높아지는 것으로 나타났으며, 죽음에 대한 부정 정도가 높을수록 행복감 중 ‘내적요인’이 낮아지고 주관적 안녕감 중 ‘부정적 정서’는 높아지는 것으로 나타났다. 또한 예비유아교사의 행복감 전체와 주관적 안녕감의 하위요인 중 ‘긍정적 정서’, ‘인지적 삶의 만족’ 간에는 통계적으로 유의미한 정적 상관이, ‘부정적 정서’와는 통계적으로 유의미한 부적상관이 나타났다.

The purpose of this study was to find out early childhood pre-service teachers perspectives on their perception of death, happiness, subjective well-bing, and to examine the relationships among the early childhood pre-service teachers perception of death, happiness, and subjective well-bing. The research participants were 349 pre-service teachers, who were the undergraduate students, majoring in early childhood education at universities and colleges in Pusan, Korea. Data were collected by survey questionnaires developed by using perception of death scale, happiness scale, and subjective well-being scale. The results of this study were as follows. First, it was found that the early childhood pre-service teachers perspective on their perception of death, happiness, subjective well-bing was above the average. Second, in the result of examining the relationships among the early childhood pre-service teachers perception of death, happiness, and subjective well-bing, it was identified that: as ‘acceptance of death’, one of the sub-factors, in the perception of death was high, ‘positive affect’, one of the sub-factors, in subjective well-being, was also high; and as ‘denial of death’, one of the sub-factors, in the perception of death was high, ‘internal factor’, one of the sub-factors, in happiness was low and ‘negative affect’, one of the sub-factors, in subjective well-being was high. Also, there were statistically significant positive correlation between the early childhood pre-service teachers happiness and ‘positive affect’ sub-factor and ‘cognitive life satisfaction sub-factor’ in subjective well-being; and statistically significant negative correlation between their happiness and ‘negative affect’ sub-factor in subjective well-being. Implication and limitation were discussed based on these results of the study.