유아교사의 교사효능감이 4세 누리과정 실행수준에 미치는 영향

The Effect that Teacher Efficacy Has on Age Four Preschool Teachers' Nuri Curriculum Practice Level

본 연구는 유아교사의 교사효능감이 4세 누리과정 실행수준에 어떠한 영향을 미치는지 알아보고, 4세 누리과정의 실행수준을 높일 수 있는 방안과 유아교육의 질에 영향을 줄 수 있는 유아교사에 대한 효능감 및 사회전반의 관심을 제고시키는데 목적이 있다. 본 연구는 B시의 유치원과 어린이집에서 4세 누리과정을 실행하고 있는 유아교사 311명을 대상으로 설문조사를 실시하였으며, 수집된 자료는 SPSS 21.0프로그램을 이용하여 평균과 표준편차, 일원변량분석, Scheffe사후분석, Pearson's 상관분석과 다중회귀분석을 실시하였다. 이에 따른 연구결과는 첫째, 유아교사의 연령과 경력, 학력이 높을수록 교사효능감이 높은 것으로 나타났다. 둘째, 유아교사의 연령과 경력이 높을수록 4세 누리과정의 실행수준이 높은 것으로 나타났다. 셋째, 4세 누리과정을 실행하는 유아교사의 교사효능감과 누리과정 실행수준은 정적 상관관계가 있는 것으로 나타났다. 넷째, 4세 누리과정을 실행하는 유아교사의 교사효능감과 누리과정 실행수준에 미치는 상대적인 영향을 알아본 결과, 개인적 효능감이 가장 큰 설명력을 보였다.

The purpose of this study was to supplement the Nuri curriculum by investigating the practicing level of the Nuri curriculum for 4-year olds according to the demographic background of early childhood teachers. The research objects are 311 preschool teachers who manage and teach the age four Nuri curriculum at preschools and day care centers in city “B”. The research tools are survey from Son Suyeon’s (2012) research is supplemented and revised to study the practice level of the preschool teachers and surveys from Kim Jungjoo (2003) and Kim Eunmi’s (2013) research are supplemented and revised to study the teacher efficacy. For the research analysis methods, percentage average and standard deviation calculation and one-way ANOVA are performed, Scheffe Test is performed for post test, and Pearson’s Correlation Analysis and Multiple Regression Analysis are performed. The results of this study were as follows. First, the overall average of the Nuri curriculum practice level for the preschool teachers who teach age four children is 3.84, which is higher than the average of 3.00, out of 5.00. Also, in relation to teachers’ general characteristics, it is shown that as age and number of years in experience are higher the level of practice for the Nuri curriculum is also higher. Second, the teacher efficacy for the preschool teachers who teach age four children is 3.79, which is higher than the average of 3.00, out of 5.00. The general teacher efficacy is found higher than the personal teacher efficacy. Also, there are significant differences in the teacher efficacy according to the general characteristics in the following order: age, experience, and education level of the teachers. Third, there is a positive relationship between the Nuri curriculum practice level and the teacher efficacy for teachers of age four children. By studying the relationship between the subfactors of the Nuri curriculum practice level and the efficacy of the preschool teachers who teach age four children in detail, education method showed the highest mutuality in the teacher efficacy and the education assessment was the next highest. Through these results, one can acknowledge that overall a significant relationship exists between the Nuri curriculum practice level and the teacher efficacy of the preschool teachers who teach age four children. Fourth, the teacher efficacy of the preschool teachers who teach age four children has a positive effect on the Nuri curriculum practice level. The variables that have significant effects are the general teacher efficacy and the personal teacher efficacy. Higher the teacher efficacy, higher the Nuri curriculum practice level of the preschool teachers who teach age four children.