유치원 설립유형별 급식비 운영 실태 및 운영자의 적정 급식비 인식 분석: PSM 기법의 적용

박문경,신서영,김혜영,이진용,김윤지,Park, Moon-kyung,Shin, Seoyoung,Kim, Hyeyoung,Lee, Jinyoung,Kim, Yoonji 한국식생활문화학회 2021 韓國食生活文化學會誌 Vol.36 No.4

The purpose of this study was to analyze the operators' perception of the allowable price range and the optimal price of kindergarten meals by using the PSM (price sensitivity measurement) technique and provide basic data on calculating kindergarten meal costs reflecting realistic meals. From April to May 2021, 779 kindergartens in Seoul were surveyed, based on 246 (31.6%) of the respondents. According to the survey, kindergarteners spent 3,506 won for meals on average, followed by 3,822 won for kindergarten attached to elementary school, 3,316 won for public kindergartens, and 2,896 won for private kindergartens (p<0.001). The allowed price range for the kindergarten meal service workers was estimated at 3,447~3854 won, 3,447 won for PMC (Point of Marginal Cheapness), and 3,854 won for PME (Point of Marginal Expensiveness). The appropriate cost of the kindergarten meal service provider was 3,950 won for kindergartens attached to elementary school, 3,425 won for public kindergartens, and 3,546 won for private kindergartens.

서울 소재 병설유치원의 급식운영 현황 및 급식운영 관리에 대한 인식 조사: 초등학교 교장과 유치원 원감을 대상으로

정란미,김건희,오지은,함선옥,이승민 대한지역사회영양학회 2022 대한지역사회영양학회지 Vol.27 No.6

Objectives: This study examines the foodservice status of kindergartens attached to elementary schools in Seoul. We further determine the perception of elementary school principals and kindergarten assistant principals on the foodservice management for kindergartens. Methods: This survey was conducted from July 17 to 23, 2019, enrolling 207 kindergartens attached to elementary schools in Seoul. Questionnaires were sent to principals of elementary schools and assistant principals of kindergartens, and the data obtained from 89 kindergartens were included in the analysis. The questionnaire consisted of four parts: general information on subjects, foodservice management status, foodservice management status during elementary school vacations, and the perception of principals of elementary schools and assistant principals of kindergartens on foodservice management. Data are presented as frequency and percentage or mean and standard deviation. Statistical comparison between principals of elementary schools and assistant principals of kindergartens was conducted by paired t-test, chi-square test, and Pearson's correlation analysis. Results: A separate menu (10.1%) or recipe (20.2%) that considers preschooler characteristics was rarely used for foodservice at kindergartens attached to elementary schools. Most kindergartens did not have a separate dining space (3.4%) or a dedicated cook (93.3%). Although most kindergartens (92.1%) had operational foodservice during elementary school vacations, non-professional staff and non-nutrition teacher were mainly in charge of organizing the menu and purchasing ingredients (34.1% and 41.5%, respectively). The rate of using a contract catering company (28.0%, 23.2%) was also high. Both elementary school principals and assistant principals of kindergartens showed a high perception of the necessity for providing responsibility allowances for nutrition teachers and improving the cooking environment for kindergartens during elementary school vacations. Conclusions: There is a need for policies and administrative support measures to improve the quality of foodservices for kindergartens attached to elementary schools.

수석교사제에 대한 유치원 교사의 인식 : 유치원 기관유형 중심으로

김안나 한국영유아교원교육학회 2012 유아교육학논집 Vol.16 No.4

본 연구의 목적은 수석교사제도에 대한 유치원 교사의 인식을 알아보는 것이다. 이를 위해 현재 서울과 대전에 근무하고 있는 공사립유치원에 재직 중인 교사 281명을 대상으로 설문조사하였다. 본 연구 결과는 다음과 같다. 첫째, 유치원 교사들은 수업 전문성을 가진 교사가 우대받는 교직 풍토를 조성하기 위해 수석교사제가 필요하다고 인식하였다. 반면 수석교사제의 구체적인 내용은 정확히 인식하지 못하고 있었다. 둘째, 유치원 교사들은 수석교사의 선발기준에 대해 교육경력 10년 이상인 자가 적합하다고 보았으며, 동료 교사 평가가 선발 전형기준에서 가장 중요하다고 보았다. 그리고 수석교사의 선발인원에 대해서는 공사립유치원간에 인식의 차가 나타났다. 공립유치원 교사의 경우, 전체교원의 10%라고 보았으며 사립유치원 교사는 유치원 당 1명의 수석교사가 배치되어야 한다는 인식을 보였다. 셋째, 유치원 교사들은 수석교사란 수업에 전문성을 가진 교사라고 인식하며 수업지원활동이 그들의 가장 중요한 역할이라고 보았다. 한편, 수석교사의 적절한 주당 수업시간에 대해서는 공사립유치원 간의 인식의 차를 보였는데 공립유치원 교사의 경우, 주당 3-4시간 이하라고 응답한 반면 사립유치원 교사는 주당 7-8시간 이하가 적절하다는 인식을 보였다. 넷째, 유치원 교사들은 수석교사 임기가 2년 중임이 적절하다고 보았으며, 원감 수준의 지위로 인식하고 있었다. 한편, 수석교사의 적절한 연구 활동비는 월 30만원 이상 되어야 한다고 보며, 특별연구비 지원이나 연구년 등의 인센티브가 제공되어야 한다고 보았다. 다섯째, 유치원 교사들은 수석교사제의 효율적인 운영을 위하여 수석교사 역할의 명시가 필요하며, 평교사들의 업무 및 수업부담 가중이 생기는 것을 우려하고 있었다. 한편 유치원 교사들은 수석교사제를 통해 교원들의 수업전문성이 신장될 것이라는 희망을 보였다. 이상과 같은 연구 결과는 수석교사제도의 나아가야 할 바람직한 방향을 밝히는데 긍정적인 영향을 줄 것으로 사료된다. This study was carried out in order to find out the awareness of kindergarten teachers about "Master teacher system". To this end, a survey of 281 teachers working in public/private kindergartens in Seoul and Daejeon was carried out. The result of this study is as follows. First, kindergarten teachers considered Master teacher system as a good opportunity to create an environment where qualified and specialized teachers can be given preferential treatments and thought it is necessary. On the other hand, they had no details about the system. Second, kindergarten teachers thought that master teachers should be appointed among teachers with more than ten years of work experience and considered professionalism of teachers as the most important factor. Moreover, they thought that performance and achievements in leading classes inside/outside classes are the most important among the list of standards for selecting a master teacher. Teachers at public kindergartens answered that the proportion should be 10 percent out of all. Meanwhile, private kindergarten teachers thought that a master teacher should be appointed in every kindergarten. Third, kindergarten teachers considered a master teacher as a teacher with professionalism and specialty for class and their pivotal role is to support class. Meanwhile, as for proper weekly class hours of a master teacher, there have been differences of awareness between public and private kindergarten teachers. Public kindergarten teachers answered it should be less than 4 hours weekly. On the other hand, teachers at private kindergartens thought that it should be less than 8 hours per week. Fourth, kindergarten teachers considered that a master teacher can be reappointed for 2 consecutive years at a level of vice-director of a kindergarten. Meanwhile, they thought proper payments for research activities should be more than 300,000 won per month and support for special research and study years should be provided as means of an incentive. Fifth, kindergarten teachers answered that a clear role of a master teacher should be designated so that Master teacher system can be effectively and efficiently operated. At the same time, they worried that normal teachers' burden of duties and classes would increase when the new system comes into place. Furthermore, they hoped that this new system would increase kindergarten teachers' professionalism and specialization in classes. The results of the study as above is expected to positively influence discovering a desirable way for implementing the Master teacher system.

사립유치원 회계제도의 쟁점과 개선방안

김미옥,차상권 한국세무학회 2021 세무와 회계저널 Vol.22 No.5

Currently, private kindergartens are subject to the 「Rules on Financial Accounting of Private Schools」 because kindergartens are established and operated for childhood education in accordance with Article 11. of the Framework Act on Education and Article 2, No. 2 of the Childhood Education Act. Although it may be legally justified, there are difficulties in practical application of this rule in private kindergartens. For example, despite the fact that the majority of educational institutions are corporations, they are intended to be applied to private kindergartens, and even after the Kindergarten Act is revised, the terminology is still lacking and is not reflected in the national accounting system(edufine). Accordingly, this study suggests the following policies. First, as the 「Private Schools Act」, 「Private School Institutions Financial Accounting Rules」 previously applied to corporate private kindergartens, the legal basis for private kindergarten accounting to be applied to individual private kindergarten accounting is unclear. The private kindergarten accounting is managed in accordance with the “Rules” and the financial affairs manual for private kindergartens of the metropolitan/provincial offices of education. Therefore, it is necessary to reorganize the legal system to provide a legal basis for kindergarten accounting for private private kindergartens. Second, even if a private kindergarten is a private institution by law, it is operated by individuals and its scale is incomparably small. As a device that can do this, it seems necessary to activate the account of provisions and reserves. Allowing provision such as reserves for facility maintenance or depreciation for buildings or facilities is also a basis for taking responsibility for the quality of safety facilities or education. Third, this study allows the establishment of reserves and provisions under the current law, but it has to be accumulated according to the supervision and permission of the head of the provincial and provincial office of education, and its use is also limited even if it is intended for the purpose of accumulating and apportioning kindergarten facilities in the future. To realistically improve the situation and at the same time, we propose to introduce accounting education and certification system for private kindergartens for the smooth operation of K-edufine. In order to improve the transparency of the accounting system of non-profit corporations and private kindergartens, which are attracting public attention, it is urgently required to promote an accounting certification system and accounting education course at a renowned professional institution. This study identifies the causes of issues in the application of financial accounting rules for private institutions based on the type of establishment of kindergartens from a macro perspective, and examines differences in perceptions of subsidies and subsidies between the government and private kindergartens due to differences in form and substance, it is differentiated from previous studies in that it proposes policies and systems for the stable settlement of K-edufine. 현재 사립유치원은 「교육기본법」 제11조와 「유아교육법」 제2조에 따라 유아교육을 위해 설립․운영되는 학교로 규정하고 있으므로, 「사학기관 재무회계 규칙」의 적용을 받고 있다. 그러나 사립 유치원의 규모와 여건을 고려할 때, 동 규칙을 실무적으로 적용하기에는 어려움이 존재한다. 따라서 본 연구는 거시적 관점에서 유치원의 설립형태를 기준으로 사학기관 재무회계규칙 적용에 대한 쟁점의 원인을 파악하고, 형식과 실질의 차이에 따른 정부와 사립유치원의 보조금과 지원금에 대한 인식차이를 고찰하며, 2020년 3월 1일부터 전면 도입된 K-에듀파인의 안정적 정착을 위한 정책과 제도를 제안하고자 한다. 첫째, 재정지원을 하는 정부 입장에서의 해결방안과 사인 사립유치원 설립자의 경제적 이해관계를 합리적으로 조정하기 위해서는 법인격이 없는 유치원이라고 할지라도 이를 회계실체로 간주하여 유치원 설치와 구분경리를 통해 사립유치원의 공익성과 사인 재산의 투자라는 경제적 실질을 잘 조화시켜 줄 수 있는 재무회계 규칙을 마련이 시급하다. 둘째, 지원금과 보조금이 가장 주된 수입인 사립유치원에서 두 계정이 유사한 수준으로 관리․감독 되고 있다. 이러한 현상은 지원금과 보조금의 구분을 달리할 필요가 없거나 두 용어가 명확하게 운영되지 않다는 의미로 볼 수 있다. 따라서 보조금과 지원금에 대한 제도개선이 필요하다. 셋째, K-에듀파인의 회계 지원과 투명한 회계정보를 산출한 유치원에 ‘회계인증제’를 도입할 필요성을 제시하였다. 이는 제도의 안정적인 정착과 사립유치원 회계정보의 표준화된 운영을 도와줄 수 있는 제도로 의미를 갖기 때문이다. 마지막으로 사립유치원 중 사인유치원은 독지가의 출연으로 설립되어 운영되는 개인 자산이며, 다만, 교육행정편리 상 학부모 지원금을 직접 지원받고 있다. 따라서 개인 자산의 유지보수를 위한 적립금의 계상을 활성화할 필요가 있다.

사립유치원 초임교사의 직무스트레스와 지원 요구에 대한 탐색 -광주광역시를 중심으로-

정아란 한국열린유아교육학회 2018 열린유아교육연구 Vol.23 No.1

The purpose of this study is to present concrete measures to improve the working environments of private kindergartens and to enhance teachers' job satisfaction by exploring the job stress and support requirement of first-year kindergarten teachers working at private kindergartens. To this end, a research problem was established, as to explore the job stress perceived by first-year kindergarten teachers in private kindergartens and teachers' support requirement. For this study, a qualitative study was conducted comprised of in-depth interviews on 21 first-year kindergarten teachers, who had worked for less than 12 months after being appointed in 2017, at 16 private kindergartens in Gwangju Metropolitan City. The results of the study are as follows. First, the first-year kindergarten teachers of private kindergartens had job stress caused mostly from working conditions, then guidance of children, and lastly, interactions with parents Second, the teachers demanded support for improvement of working conditions, mentoring by senior teachers and support for parenting education. Based on such results, this study suggests basic data for improvement of the working conditions of private kindergartens and methods for first-year kindergarten teachers to manage their stress. 본 연구는 사립유치원에 근무하는 초임교사들의 직무 스트레스와 그들의 지원 요구를 탐색함으로써 사립유치원의 직무환경을 개선하고 교사의 직무만족도를 높이는 구체적인 방안을 제시하는데 그 목적이 있다. 이를 위해 사립유치원 초임교사가 지각하는 직무 스트레스와 지원요구를 탐색하는 연구 문제를 설정하였다. 본 연구를 위하여 광주광역시의 16개 사립유치원에 근무 중인 교사로서 2017년에 임용된 근무경력 12개월 미만인 21명의 초임교사를 대상으로 심층면담을 실시하는 질적 연구를 실시하였다. 연구결과는 다음과 같다. 첫째, 사립유치원 초임교사는 근무 여건, 유아의 생활지도, 학부모와의 상호작용 순으로 직무스트레스를 가지고 있었다. 둘째, 근무 여건에 대한 개선, 교수능력 멘토링, 학부모에 대한 부모교육 지원을 요구하였다. 이를 토대로 사립유치원의 근무 여건 개선과 초임교사 자신의 스트레스 관리 방법의 기초자료를 제안하였다.

해방 후 부산지역에서의 유치원의 발전 과정

팽영일 한국교육사학회 2003 한국교육사학 Vol.25 No.2

This paper takes a look at development of kindergartens in the region of Busan in the 1950s and 1960s. After Korea became independent from Japanese rule, the directions of Korean kindergarten education were provided as education law was legislated and provisions regarding the kindergarten were ordained. Nevertheless, specific rules and regulations, such as those concerning the establishment and curriculum of kindergartens, were not provided. In 1951 there was one public and thirteen private kindergartens in the region of Busan. Until 1957 there was no change in the number of kindergartens, although the number of pupils increased year after year. In 1958, however, seven kindergartens opened. Kindergarten facilities and equipment at that time were very poor, including only a nursery of twelve pyungs (39.6m²), a recreation room, restrooms, a piano or an organ, some musical instruments in the classrooms, and slides, swings, and seesaws in the playground. This fact given, those were said to be good kindergartens which had as many desks and chairs as the number of children, a blackboard and a piano in the classroom, swings, slides, and seesaws in the playground. Kindergartens of the 1960s were almost the same as those of the '50s in rules and regulations, facilities, and equipment. Kindergartens in the region of Busan after Korea's independence from Japan employed almost the same rules and regulations as those of Japanese kindergartens. And the content of education was not much different from that taught under Japanese rule as well. But the rules and regulations were more detailed than those under Japanese rule, specifying requirements for completion and graduation, and providing rules and regulations regarding transfer, leave of absence, expulsion, awards, and punishments. After Korea's independence from Japan kindergarten education in the region of Busan was led by Kyungsangnam-do Province Nursery Association founded under the leadership of Miss Dong-Hee Lee. The Association was reorganized into the Busan Association of Kindergarten Education as Busan became a city under the direct supervision of the Korean government. Miss Dong-Hee Lee contributed to the progress of Busan Association of Kindergarten Education for about thirty years, leading the Association until he passed away on October 15, 1978. He also organized the Busan Research Group for Kindergarten Education within the Association as a means of training kindergarten teachers and propagating knowledge of early childhood education, contributing to the improvement in the quality of kindergarten education and research in early childhood education.

유치원 원장(원감) 및 교사의 국가수준 유치원 평가에 대한 인식 연구

황해익,최혜진,오경녀 한국영유아교원교육학회 2009 유아교육학논집 Vol.13 No.2

The purpose of this study was to investigate change of the kindergarten teacher's awareness on the kindergarten assessment at the National Level and tried to find ways of improving kindergarten assessment system. The research questions are followings: First, what is common awareness on the kindergarten assessment at the national level among kindergarten principals, assistant principals, and teachers? Second, what is awareness of procedures and assessment methods on the kindergarten assessment at the national level among kindergarten principals, assistant principals, and teachers? Third, what is awareness of assistance activity and use of kindergarten assessment results on the kindergarten assessment at the national level among kindergarten principals, assistant principals, and teachers? The subjects of this study were 131 kindergarten principals and assistant principals, 267 in-service kindergarten teachers in Busan and Ulsan city. This study examined the common awareness, the process and method, assistance activity for kindergarten assessment and make use of result of kindergarten assessment. The findings of this study were as follows. First, all of teacher's common awareness and necessity of kindergarten assessment was higher. The kindergarten principals(assistant principals) have a stronger view than the kindergarten teachers that common awareness and necessity of kindergarten assessment in some items. Second, kindergarten principals(assistant principals) are agreement with kindergarten teachers in the first aim of kindergarten assessment is 'reconsideration of quality in early childhood education at the national-level'. Third, all of teacher's necessity on assistance activity was rated higher and the result of evaluation should be opened only the evaluated kindergarten. There are some difference among principals, assistant principals, and teachers' awareness on the kindergarten assessment. These differences should be reflected to help principals, assistant principals, and teachers who effectively participate with kindergarten assessment. 본 연구는 유치원 평가에 대한 원장(원감) 및 교사들의 인식을 알아보고, 유치원 평가에 대한 인식이 직급 간에 차이가 있는지를 비교해봄으로써 유치원 평가의 주요 구성원들인 원장(원감)과 교사들이 유치원 평가에 보다 효율적으로 참여하는 것을 돕기 위해 고려되어야 할 점들에 대해 알아보는 것을 목적으로 하였다. 이러한 연구목적을 달성하기 위하여 부산과 울산에 소재한 유치원 원장(원감) 131명과 교사 267명을 대상으로 하여 질문지 조사를 실시하였다. 본 연구에서는 유치원 원장(원감)과 교사들의 유치원 평가에 대한 일반적 인식, 유치원 평가의 절차 및 방법에 대한 인식, 유치원 평가를 위한 조력활동 및 평가 결과의 활용에 대한 인식을 알아보았다. 유치원 원장(원감)과 교사들의 유치원 평가에 대한 인식을 비교해 본 결과, 원장(원감) 및 교사들 간에는 입장의 차이가 있는 것으로 나타났으며 이러한 차이는 유치원 평가를 통해 담당하게 되는 역할 및 책임의 정도에 기인한 것으로 보인다. 이러한 교원들의 직급별 유치원 평가에 대한 차이를 알아봄으로써 유치원 평가에 보다 효율적으로 유치원 교원들을 참여시킬 수 있는 방안을 모색하는데 시사점을 제공할 수 있다.

숲유치원 운영실태 및 운영방안에 대한 연구

임재택,김은주,이소영 한국생태유아교육학회 2012 생태유아교육연구 Vol.11 No.2

본 연구는 유아교육기관의 원장 및 교사를 대상으로 숲유치원 운영실태 및 운영방안에 대한 요구를 살펴봄으로서 숲유치원의 활성화를 위한 기초자료를 제공하는데 그 목적이 있다. 이를 위해 숲유치원을 운영하고 있거나 운영할 계획을 가지고 있는 유아교육기관 중 각 기관을 대표하는 원장이나 교사가 각 1부씩 작성한 162부의 설문지를 분석하였다. 연구결과 운영실태에 있어서는 숲유치원을 준비 중에 있는 유아교육기관이 많았으며, 숲유치원을 운영하는 기관은 ‘1년 미만’, ‘주 1회’가 가장 많았다. 안전문제에 있어서는 대체로 안전하다고 나타났다. 운영방안에 있어서는 모든 유아교육기관이 적합한 연령은 ‘만 3세부터’로, 적합한 형태는 ‘숲유치원 활동과 유치원이나 어린이집 활동을 연계한 생활형 숲유치원’을 제시하였다. 일일 활동시간은 ‘2시간 내지 3시간’으로, 적합한 교사로는 ‘숲 관련 연수를 받은 유치원교사 및 보육교사’이었다. 연수의 내용은 숲유치원을 운영하는 기관은 ‘숲유치원에 대한 이해와 필요성’, 운영하지 않는 유아교육기관은 ‘안전교육과 응급처지’를 요구했으며, 운영시 고려할 사항은 ‘편하게 갈 수 있는 접근성’과 ‘위험요소나 유해요소와 관련된 안정성’이 가장 많았다. 산림청과 지방자치단체에 바라는 점은 ‘숲해설가의 지원’, ‘안전’, 그리고 ‘숲과 숲유치원의 홍보’ 등이었다. The purpose of this study was to examine the state of management in forest kindergartens and the needs of principals and teachers of early childhood education institutions for their management in an attempt to provide some information on the development of a Forest kindergarten. The subjects in this study were the principals and teachers of early childhood education institutions who took training courses at the Forest Kindergarten Association. After a survey was conducted, 162 answer sheets from 162 early childhood education institutions were analyzed. As a result, it's found that many of the early childhood education institutions were getting ready to run forest kindergartens, and the largest number of the institutions run forest kindergartens for less than a year and once per week. The Safety Problem is mostly safe in the forest. In terms of management, every institution considered it advisable for preschoolers to start experiencing a forest kindergarten at the Western age of 3. As to the appropriate form of a forest kindergarten, every respondent replied that a combination of forest kindergarten activities and regular kindergarten or daycare center activities would be appropriate, which could be called a forest kindergarten linked to daily routine life. Concerning appropriate hours of daily activities and teachers in charge, they pointed out two or three hours of activities per day and kindergarten teachers or daycare teachers who completed all the related training courses. As for the content of training, the institutions that run forest kindergartens wanted to have the right understanding of a forest kindergarten and its necessity, and those that didn't run forest kindergartens asked for safety education and first-aid education. As a result of asking what should be noted in operating a forest kindergarten, the largest group called for good accessibility and safety. Finally, they expected Forest Service and local governments to provide personnels who could explain about forest, to help guarantee the safety of preschoolers and to publicize forest and forest kindergartens.

국가 수준 유치원 교육과정에 따른 유치원 수준 교육과정 편성·운영 현황

이현숙,이기숙 한국유아교육학회 2003 유아교육연구 Vol.23 No.3

본 연구는 국가 수준 유치원 교육과정이 유치원 수준 교육과정 편성·운영에 반영된 현황을 알아보기 위한 것으로 전국 359개 유치원에 대해 설문 조사하고 44개 유치원의 교육과정 문서를 분석하였다. 그 결과, 유치원의 교육과정은 주로 교육부 고시 교육과정 및 '유치원 교육 활동 지도 자료'를 토대로 하며 '유아의 요구나 흥미' 등을 고려하여 편성하고 있었다. 국가 수준에서 제시하는 교육과정 운영 지침의 반영 정도도 대체로 높았다. 국가 수준에서 제시하는 생활 주제와 교육 활동은 실제로 유치원 교육과정에 많이 편성·운영되고 있었다. 그러나 기타의 주제도 많이 편성되고 있었다. 또 활동 운형에 따라 편성되지 않거나 드물게 편성되는 활동이 많았으며 특별 활동을 정규 일과 속에서 운영하는 경우도 많이 나타났다. This study assesses how much of the National Kindergarten Curriculum is reflected in the actual organization and implementation of kindergarten-based curricula. Questionnaires from 359 public and private kindergartens across the nation and 44 kindergarten curricular documents were collected. The questionnaire data were analyzed by frequency and percentage and the kindergarten-based curricular documents were assessed according to content analysis, frequency and percentage. Findings reveal the following. First, kindergarten-based curricula are based on 'the National Kindergarten Curriculum' and 'Activity Guidebooks' produced by the Ministry of Education. Children's interest and needs are also taken into consideration. Second, the implementation guidelines of the National Kindergarten Curriculum are generally followed. Third, 'Activity Guide books' are used as guides in deciding annual theme plans. Most kindergartens also apply other themes appropriate to children's ages and some used their own themes. Fourth, indoor free play and almost all the forms of group activities suggested in the 'Activities Guidebooks' are included in written lesson plans. However, there is no balance between activities. In addition, in most kindergartens, special activities, not encouraged in the National Kindergarten Curriculum, are designed and implemented.

책무성 관점에서 본 유치원 평가에 대한 유아교사의 인식

김주후 ( Ju Hu Kim ),전유영 ( Yoo Young Jeon ),곽승주 ( Seung Ju Kwak ) 한국유아교육학회 2014 유아교육연구 Vol.34 No.6

The purpose of this study was to analyze how early childhood teachers understand kindergarten evaluation in terms of accountability, and to draw implications for future improvement of kindergarten evaluation. For this direction, a survey study was conducted to 455 kindergarten teachers working for public and private kindergartens in Gyeonggi-do province and near the area. The results of this study were as follows. First, in terms of overall perception about kindergarten evaluation, early childhood teachers perceive the purpose of kindergarten evaluation as ‘enhancement of kindergarten teachers’ expertise and provision of opportunity for working hard.‘ For effects of kindergarten evaluation, they chose ‘provision of evaluation system assessing educational practices of teachers and administrators’. The teachers also perceived ‘educational planning’ as a judgment criterion of kindergarten accountability implementation. In addition, they highly agreed with the role of teachers as primary contributor to kindergarten evaluation. Second, in perception about the person directly involved in kindergarten evaluation index, teacher was perceived as a key evaluation person for ‘educational goals and planning’, ‘educational activities and evaluation implementation’, ‘young children’s health management and guidance’, and ‘young children’s development’. Kindergarten director was perceived as a key person in ‘in/outdoor educational environment construction and management’, and ‘furnishment/provision of educational materials’, ‘kindergarten staffs’ personnel welfare and expertise’, ‘budget organization and management’, and ‘networking between family and community as well as extra-curriculum management’. Parent was chosen as a key person for ‘education satisfaction’. Third, for opening of the results of kindergarten evaluation, they highly disagreed with open to the public. The reason was found that they concerned about the main direction of evaluation could be changed to a show to the public. For the public offering, in terms of target and range of evaluation results, ‘open the results to the kindergarten staffs only who took evaluation’ was perceived high priority. For the opening methods, ‘pass/fail and opening of kindergartens’ strength and weak points including suggestions for improvement were highly agreed. In terms of utilization methods of evaluation results, a strong consensus was on ‘evaluated kindergartens utilize autonomically the results as supplementary information for improvement of kindergarten’s quality’. For opening of the results after categorization of kindergartens by local conditions were marginally agreed. The primary reason was that it is fair to open the evaluation results after categorizing kindergartens in terms of local/starting conditions. Opening path and main contents of kindergarten evaluation opening were chosen as ‘kindergarten homepage’ and ‘curriculum’ respectively. The impact of public offering on parents’ selection of kindergarten was also investigated. The teachers highly agreed with ‘positive impact’ of kindergarten evaluation on parents’ selection. They also agreed with impact of kindergarten evaluation on selection of kindergarten through their job hunting process. 본 연구의 목적은 유아교사들이 책무성 관점에서 유치원 평가를 어떻게 이해하고 있는가를 분석함으로써 향후 유치원 평가 개선을 위한 시사점을 도출하는 데 있다. 이를 위해 경기도 및 인근에 소재한 국공립 및 사립 유치원 교사 455명을 대상으로 설문조사를 실시하였다. 설문조사 결과는 다음과 같다. 첫째, 유치원 교사들의 유치원 평가에 대한 전반적 인식을 살펴본 결과, 유치원 평가 실시의 목적은 ‘유치원 교사의 전문성 제고 및 노력의 기회 제공’이라 인식하였고, 유치원 평가의 효과에 대해 ‘교사와 운영자에게 자신이 수행하는 교육실제를 평가하도록 하는 평가체제 마련’이라 인식하고 있었다. 유치원 책무 수행에 대한 판단 준거는 ‘교육계획’이라 인식하였고, 유치원 평가 시 중요 역할자는 ‘교사’라는 인식이 가장 높게 나타났다. 둘째, 유치원 평가 지표 관련 책임당사자에 대한 인식을 살펴보면, ‘교육목표 및 교육계획 수립’, ‘교육활동 및 평가의 실시 및 활용’, ‘유아의 건강관리 및 지도’, ‘유아의 안전관리 및 지도’, ‘유아의 발달’ 항목에서 ‘교사’를 일차적 책임 당사자로 인식하였으며, ‘실내외 교육환경의 구성 및 관리’, ‘교재교구의 구비 및 제공’, ‘교직원의 인사 복지 및 전문성’, ‘예산의 편성 및 운영’, ‘가정ㆍ지역사회 연계 및 방과 후 과정 운영’의 항목에서는 ‘원장’, ‘교육만족도’에 관하여는 ‘학부모’인 것으로 보고되었다. 셋째, 유치원 평가 공개에 관한 인식에서는 외부 공개에 대해 반대하는 비율이 찬성보다 높았으며 그 이유는 ‘외부에 보이기 위한 평가로 변질’이 우려되기 때문이라고 하였다. 유치원 평가 결과 공개 대상 및 범위에 대해 ‘평가를 받은 해당 유치원 교직원에게만 평가 결과 공개’라는 인식이 높았으며 공개 방법으로는 ‘통과/ 미통과, 순위보다는 유치원의 강점과 약점, 개선사항 공개’에 대한 응답이 가장 높았다. 유치원 평가 결과 활용방법으로는 ‘해당 유치원이 자율적으로 유치원 질을 관리하는데 참고 자료로 활용’이 가장 높게 나타났으며 유치원 여건별 범주화 후 평가 실시 및 결과 공개에 대한 인식에서는 찬성이 반대보다 높게 나타났는데 그 이유는 ‘여건이나 출발선이 비슷한 유치원끼리 묶어서 평가하는 것이 공정한 것이므로’가 주된 의견이었다. 그리고 교사들은 유치원 평가 결과 공개 경로로 ‘유치원 홈페이지’, 평가 결과 중 중요 공개 항목으로 ‘교육과정’을 가장 높게 인식하였다. 평가 결과가 학부모의 유치원 선택에 미치는 영향에 대해 살펴본 결과, ‘영향을 미친다’는 응답이 가장 높게 나타났고 유치원 평가가 교사들이 취업할 때 유치원 선택에 영향을 줄 것인지에 대해 인식을 조사한 결과, ‘영향을 미친다’고 인식하였다.