장애영유아 보육교사의 교직인성과 상담자기효능감이 통합교육 수행능력에 미치는 영향

The Effects of Teaching Personality and Counseling Self-Efficacy on Inclusive Education Competence of Child Care Teachers for Handicapped Infants and Toddlers

본 연구의 목적은 장애영유아 보육교사의 교직인성과 상담자기효능감이 통합교육 수행능력에 미치는 영향을 살펴보는 것이다. 이를 위하여 서울, 경기도 지역 장애통합어린이집에 근무하는 장애영유아 보육교사 249명을 대상으로 온라인 설문조사를 실시하였다. 수집된 자료는 SPSS 29.0 프로그램을 사용하여 연구문제에 따라 빈도분석, Cronbach’s α 계수 산출, 기술통계, 상관관계분석, 위계적 회귀분석을 실시하였다. 주요 연구결과는 다음과 같다. 첫째, 장애영유아 보육교사의 교직인성, 상담자기효능감, 통합교육 수행능력은 모두 중간 값 이상으로 나타났다. 둘째, 장애영유아 보육교사의 교직인성, 상담자기효능감, 통합교육 수행능력 간 상관관계를 분석한 결과, 장애영유아 보육교사의 교직인성, 상담자기효능감, 통합교육 수행능력 전체 및 각 하위 변인 간 모두 유의미한 정(+)적 상관관계가 나타났다. 셋째, 장애영유아 보육교사의 교직인성과 상담자기효능감은 통합교육 수행능력에 긍정적인 영향을 미치며 장애영유아의 교직인성 중 특히 소명의식, 학생에 대한 열정, 교육신념과 상담자기효능감이 통합교육 수행능력에 유의미한 영향을 미치는 변인으로 나타났다.

The purpose of this study is to examine the effect of the teaching personality and counseling self-effi-cacy on inclusive education competence of child care teachers for handicapped infants and Toddlers. For this purpose, an online survey was conducted among 249 childcare teachers of infants and toddlers with disabilities working in integrated child care centers in Seoul and Gyeonggi-do. For the collected data, frequency analysis, Cronbach's α coefficient calculation, descriptive statistics, correlation analysis, and hierarchical regression analysis were conducted according to research problems using the SPSS 29.0 program. The main research results are as follows. First, the teaching personality, counseling self-efficacy, and ability to conduct integrated education of childcare teachers with disabilities were all above the median value. Second, as a result of analyzing the correlation between the teaching personality, counseling self-efficacy, and ability to perform integrated education of childcare teachers with disabilities, significant positive (+) correlations were found between the teaching personality, counseling self-efficacy, overall ability to perform integrated education, and each sub-variable. Third, the teaching personality and coun-seling self-efficacy of childcare teachers with disabilities positively affect the ability to perform integrated education, and among the teaching personality of infants with disabilities, the sense of vocation, passion for students, educational belief, and counseling self-efficacy were found to have a significant influence on the ability to perform integrated education. This study suggests the importance of developing the teaching personality and self-efficacy of childcare teachers of infants and toddlers with disabilities in order to improve their ability to provide integrated education. Based on the results of this study, it is expected that a systematic teacher training program will be developed to support the performance of integrated education for childcare teachers for infants and young children with disabilities.