보육교사교육원 수학 경험과 대상관계가 예비보육교사의 심리적 안녕감에 미치는 영향

Impact of Learning Experience in a Childcare Teacher Education Institution and Object Relations on Psychological Wellbeing Among Pre-service Childcare Teachers

본 연구의 목적은 보육교사교육원에서 수학하고 있는 예비보육교사의 수학 경험, 즉 학업성취도와 교육만족도 및 대상관계와 심리적 안녕감 간의 관련성을 알아보는 것이다. 이를 위해 대학 부설 보육교사교육원에 재학 중인 예비보육교사 187명을 대상으로 학업성취도는 성적으로 측정하고, 교육만족도, 대상관계 및 심리적 안녕감은 질문지와 해당 척도를 사용하여 자료를 수집하였다. 그 결과, 첫째, 예비보육교사의 학업성취도와 교육만족도, 대상관계 및 심리적 안녕감 전체는 각각 정적 상관과 부적 상관을 나타내었다. 둘째, 예비보육교사의 심리적 안녕감 전체에 유의하게 영향을 미치는 변인으로 소외, 사회적 무능력, 학업성취도순으로 나타났다. 이러한 결과에 기초하여 제한점과 시사점을 논의하였다.

The purpose of this study was to identify the relationship between achievement, satisfaction with learning experience, object relations, and psychological wellbeing among pre-service childcare teachers. The subjects were 187 pre-service childcare teachers, who answered questions about object relations, psychological wellbeing, and satisfaction with education, and their grades every semester were analyzed to evaluate their academic achievement. The result were as follows: First, there was a positive correlation between achievement and overall psychological wellbeing on the one hand, and learning satisfaction on the other a negative correlation was found between object relations and overall psychological wellbeing. Second, “alienation” was identified as the variable that had the largest impact on overall psychological wellbeing, followed by “social incompetence” and “academic achievement”. Finally, in this study the implications of the findings for teacher education and research limitation were discussed.