유아교사의 교사효능감 및 직무스트레스가 교사-유아 상호작용에 미치는 영향 = The Effects of Early Childhood Teachers’ Teaching Efficacy and Job Stress on Teacher–Child Interaction

다국어 초록 (Multilingual Abstract)

This study aimed to analyze the effects of early childhood teachers’ teacher efficacy and job stress on teacher–child interactions. To achieve this purpose, the following research questions were established.

1. What are the general tendencies of early childhood teachers’ teaching efficacy, job stress, and teacher–child interaction?

2. How do teaching efficacy, job stress, and teacher–child interaction differ according to teachers’ general background characteristics?

3. What are the correlations among early childhood teachers’ teaching efficacy, job stress, and teacher–child interaction?

4. How do early childhood teachers’ teaching efficacy and job stress influence teacher–child interaction?
The participants of this study were 263 lead teachers responsible for children aged 3 to 5, working in early childhood education institutions located in the metropolitan area. Four research instruments were used in the study: a demographic questionnaire (6 items), a teacher–child interaction scale (30 items), a teacher efficacy scale (25 items), and a job stress scale (27 items). The collected data were analyzed using SPSS 28.0 through frequency analysis, descriptive statistics, reliability testing, t-tests, one-way ANOVA with Scheffé post-hoc tests, Pearson correlation analysis, and multiple regression analysis.
First, among the sub-factors of teacher efficacy, personal teacher efficacy was found to have a statistically significant positive effect on teacher–child interactions.
Second, job satisfaction was higher among younger teachers, unmarried teachers, and those working in public kindergartens. Teachers with less teaching experience also reported higher levels of job satisfaction.
Third, significant positive correlations were found among teacher efficacy, job stress, and teacher–child interactions, indicating a strong interrelationship among these variables. This suggests that, in order to enhance teacher–child interactions, it is necessary to foster early childhood teachers’ competencies through various approaches aimed at improving teacher efficacy. Furthermore, to reduce job stress among experienced teachers, it is important to strengthen training for novice teachers, enhance professionalism, cultivate high-quality educators, and distribute workloads more evenly.
Third, significant positive correlations were found among teacher efficacy, job stress, and teacher–child interactions, indicating a strong interrelationship among these variables. This suggests that emotional stability and a supportive work environment are important factors in reducing teachers’ job stress.
Fourth, the study found that teachers in their 20s exhibited higher teacher efficacy and lower job stress, whereas teachers aged 40 and above, those with graduate-level education, and those with more than seven years of teaching experience showed higher job stress and lower teacher efficacy. These results suggest that highly educated and experienced teachers in their 40s and older tend to experience heavier workloads, which may, in turn, lower their sense of teacher efficacy due to increased responsibility. Since job stress has a negative correlation with teacher–child interactions, it can adversely affect young children. Therefore, as a solution, it is suggested to enhance novice teachers’ professionalism through systematic training, cultivate high-quality educators, and distribute workloads more evenly by sharing responsibilities currently concentrated on experienced teachers, thereby reducing overall job stress.
Fifth, since teacher efficacy and teacher–child interactions are closely related and show a positive correlation, it is necessary to cultivate early childhood teachers’ competencies through various approaches that strengthen teacher efficacy.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어정의 6
• Ⅱ. 이론적 배경 8
• 1. 교사-유아 상호작용 8
• 2. 교사효능감 11
• 3. 직무스트레스 14
• 4. 선행연구 고찰 16
• Ⅲ. 연구방법 20
• 1. 연구대상 20
• 2. 연구도구 22
• 3. 분석방법 26
• Ⅳ. 연구결과 27
• 1. 유아교사의 교사효능감, 직무스트레스, 교사-유아 상호작용의 일반 적 경향 27
• 2. 유아교사의 일반적 특성에 따른 교사효능감, 직무스트레스, 교사- 유아 상호작용의 차이 29
• 3. 유아교사의 교사효능감, 직무스트레스, 교사-유아 상호작용의 상관 관계 36
• 4. 유아교사의 교사효능감 및 직무스트레스가 교사-유아 상호작용에 미치는 영향 39
• Ⅴ. 논의 및 결론 41
• 1. 요약 및 논의 41
• 2. 제언 및 시사점 51
• 참고문헌 53
• 부록 64
• ABSTRACT 72