어린이집 경력교사의 교수몰입과 행복감이 교사-영유아 상호작용에 미치는 영향

The Effect of Teaching Flow and Happiness of Experienced Teachers at Child-care Center on Teacher-child Interaction

The purpose of this research was to verify the effects of teaching flow and happiness of experienced teacher on teacher-child interaction. The sample comprised 115 experienced teachers who are currently working for 3-5 years old children in childcare centers located in Seoul, Gyeonggi and Incheon. In order to measure the teaching flow of the experienced teachers, Flow State Scale 2(FSS-2) was used. Happiness was measured using the Oxford Happiness Questionnaire (OHQ), which was developed by Hills and Argyle (2002). The measurement tool for teacher-child interaction is a self-reported rating scale. That scale was initially invented by Song Geun-young (2017). Pearson’s coefficient-of-correlation was used to investigate the correlation between measurement variables. A multiple regression analysis were conducted to investigate the relative influence of experienced teacher teaching flow and happiness on the teacher-child interaction. The results of this study are as follows. Firstly, there was no difference in teaching flow, happiness, and teacher-child interaction according to their level of educational attainment, career, and the children’s age whom the teachers are taking care of. And according to the type of childcare centers, the quality of teacher-child interaction showed statistically significant differences.. Second, the teaching flow, teachers’ perceived happiness, and the quality of teacher-child interactions have statistically significant relationships each other, except for the ‘loss of self-consciousness’ and ‘the feeling of time being changed’, which are sub-elements of teaching flow. Third, the effects of teaching flow and teacher’s perceived happiness on the quality of teacher-child interaction was found. It means that the higher experienced teachers perceived happiness, the higher the quality of the teacher-child interaction was. Interestingly, experienced teachers perceived happiness was a variable that predicted teacher-child interaction and showed a significant influence when it was applied alone, but it was a variable whose influence became insignificant when introduced together with teaching flow.