보육교사의 생활만족에 대한 조직풍토, 자아존중감, 직무스트레스의 영향

권연희(Kwon, Yeon-Hee) 한국영유아보육학회 2013 한국영유아보육학 Vol.0 No.74

본 연구는 어린이집의 조직풍토, 자아존중감 및 직무스트레스가 보육교사의 생활만족에 어떠한 방식으로 영향을 미치는지를 살펴보고자 하였다. 이를 위해 보육교사 276명을 대상으로 질문지 조사를 실시하였으며, 수집된 자료는 적률상관분석 및 위계적 회귀분석을 통해 분석되었다. 연구결과 첫째, 보육교사의 생활만족과 인간지향적 및 관료지향적 조직풍토, 자아존중감, 직무스트레스는 유의한 상관관계를 보였다. 둘째, 인간지향적 및 관료지향적 조직풍토가 생활만족에 미치는 영향은 직무스트레스에 의해 매개되었다. 셋째, 보육교사의 자아존중감이 생활만족에 미치는 영향은 직무스트레스 수준에 따라 다르게 나타났다. 구체적으로 보육교사의 자아존중감이 높을수록 생활만족이 높지만, 이는 직무스트레스 수준이 낮은 경우에만 유의하였다. This study examined the childcare teacher"s life satisfaction in relations to organizational climate, self-esteem, and job stress. The subjects were 276 childcare teachers. The collected data were analyzed using Pearson"s productive correlation coefficient and hierarchical multiple regressions. Results show a relation between organizational climate, self-esteem, job stress and childcare teacher"s life satisfaction. Hierarchical regression analysis indicated the association between organizational climate and childcare teacher"s life satisfaction was mediated by their job stress. In addition, the interaction of childcare teacher"s self-esteem and job stress predicted their life satisfaction. Childcare teacher"s self-esteem was positively associated with their life satisfaction, especially for who demonstrated low level of job stress.

사회적 지지, 스트레스 대처방식이 보육교사의 직무스트레스에 미치는 영향

권연희(Kwon, Yeon Hee) 한국생활과학회 2010 한국생활과학회지 Vol.19 No.3

This study explored effects of social support and stress coping strategies on teachers’ job stress in corporate-sponsored child care centers. Participants were 191 child care teachers from 19 corporate-sponsored child care centers. Data was analyzed using Pearson’s productive correlation and hierarchical multiple regression tests. Important findings were as follows: First, the overload of task was the dominant factor in causing job stress. Secondly, social support correlated negatively with child care teachers’ job stress. Thirdly, child care teachers’ problem-focused coping strategy was also found to be related to their job stress. Finally, the effect of social support on child care teachers’ job stress was partially mediated by their problem-focused coping strategy.

남녀 유아의 공격성에 대한 어머니양육행동과 교사-유아간 갈등적 관계의 영향

권연희(Kwon Yeon-Hee) 한국열린유아교육학회 2012 열린유아교육연구 Vol.17 No.1

본 연구는 취학 전 유아를 대상으로 어머니양육행동이 유아의 관계적 및 외현적 공격성에 미치는 영향에 대해 교사-유아간 갈등적 관계가 중재적 역할을 하는지를 유아의 성에 따라 구분하여 알아보았다. 이를 위해 만 4. 5세 유아와 그들의 어머니 320명, 담임교사 29명을 연구대상으로 하였다. 연구결과 유아의 성에 따라 다소 차이가 있었으나 대체로 어머니양육행동 및 교사-유아간 갈등적 관계는 유아의 관계적 및 외현적 공격성에 유의한 관계를 보였으며, 특히 여아의 공격성에 대해 어머니양육행동 및 교사-유아 간 갈등적 관계의 상호작용효과가 유의하였다. 구체적으로 어머니가 온정·격려 양육을 적게 보일수록 여아가 관계적 및 외현적 공격성을 보일 가능성이 있지만, 이는 교사와 높은 수준의 갈등적 관계를 보이는 여아의 경우에만 유의하였다. This study examined the moderating role of teacher-child conflictual relationship on maternal parenting behaviors and children’s relational and overt aggression. The boys and the girls were analyzed separately. The participants were 320 children(153 boys, 167 girls; aged 4-5 years old), their mothers and 29 preschool teachers. The teachers completed rating scales to measure the children’s aggression and the teacher-child relationship. The maternal parenting behaviors were assessed by mothers who reported a questionnaire. The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. The results showed that mother’s overprotection-permission had relation to a boy’s relational aggression, whereas mother’s warmth-encouragement and limit-setting was negatively related to girl’s relational aggression. Mother’s warmth-encouragement and reject-nonintervention had relation to girl’s overt aggression. The teacher-child conflictual relationship was significantly related to boy’s and girl’s aggression. Hierarchical regression analysis indicated that the interaction of mother’s warmth- encouragement and teacher-child conflictual relationship predicted girl’s relational and overt aggression. Mother’s warmth-encouragement was negatively associated with girl’s aggression, especially for girls with the highest level of teacher-child conflictual relationship.

아동의 사회적 유능성에 영향을 미치는 정서성, 대인간 문제 해결 전략 및 어머니 행동

권연희(Yeon Hee Kwon),박경자(Kyung Ja Park) 한국아동학회 2003 아동학회지 Vol.24 No.3

This study examined effects of children`s emotionality, interpersonal problem solving strategies, and maternal behaviors during mother-child interaction on children`s social competence as rated by teachers. Data were analyzed separately for boys and girls. A total of 102 children(60 boys, 42 girls; aged 5-6) and their mothers were studied. Children`s positive and negative emotionality were related to their social competence. Positive solving strategies were positively related to boy`s social competence; negative solving strategies had negative to both boy`s and girl`s social competence. Mother`s negative affect related negatively to boy`s social competence and mother`s sensitivity/ guidance related positively to girl`s social competence. When children`s emotionality and interpersonal problem solving strategies were controlled, maternal behaviors during mother-child interaction did not contribute to children`s social competence,

유아의 정서조절전략과 유아-교사 관계가 위축행동에 미치는 영향

권연희 ( Yeon Hee Kwon ) 미래유아교육학회 2012 미래유아교육학회지 Vol.19 No.4

본 연구는 취학 전 유아의 위축행동에 관심을 가지고, 유아의 정서조절전략 및 유아-교사 관계가 위축행동에 어떠한 방식으로 영향을 미치는지 알아보고자 하였다. 구체적으로 유아의 정서조절전략이 위축행동에 미치는 영향에 대해 유아-교사 관계가 중재적 역할을 하는지를 살펴보았다. 이를 위하여만 4, 5세 유아 198명 (남아 103명, 여아 95명)과 그들의 담임교사 18명을 연구대상으로 하였다. 연구결과 유아의 정서조절전략 중 긍정적 조절전략, 감정발산·교사지원전략 및 회피·무반응 전략은 유아의 위축행동에 유의한 관계를 보였으며, 유아-교사 간 친밀관계 및 갈등관계 모두 유아의 위축행동과 관련되었다. 또한 유아의 위축행동에 대한 정서조절전략과 유아-교사 관계의 상호작용효과를 살펴본 결과, 유아의 정서조절전략 중 감정발산·교사지원전략이 위축행동에 미치는 영향은 유아-교사관계의 수준에 따라 다르게 나타났다. 구체적으로 유아의 감정발산·교사지원전략이 높을수록 유아가위축행동을 많이 보였지만, 이는 유아-교사 간 친밀관계 수준이 낮은 경우 및 유아-교사 간 갈등관계 수준이 높은 경우에만 유의하였다. 결론적으로 유아-교사 관계는 유아의 정서조절전략과 위축행동의 관계에 대해 중재적 역할을 하였다. This study examined the moderating role of teacher-child relationships on children`s emotional regulation strategies and their social withdrawal. Participants were 198 children (103 boys, 95 girls; aged 4-5 years old) and 18 child care teachers. The teachers completed SCBD (LaFreniere & Dumas, 1996), CCSC (Eisneberg et al., 1993) and STRS (Pianta & Steinberg, 1992) to measure children`s social withdrawal, emotional regulation strategies and teacher-child relationships. The collected data were analyzed using descriptive statistics, Pearson correlations, and hierarchical multiple regressions. Results showed that children`s positive regulation strategy was negatively related to, whereas children`s venting/support seeking strategy and avoidance/non-responsive strategy had positive relation to their social withdrawal. The teacher-child relationships significantly related to children`s social withdrawal. Hierarchical regression analysis indicated that the interaction of children`s venting/support seeking strategy and teacher-child relationships predicted children`s social withdrawal. Children`s venting/ support seeking strategy was associated with social withdrawal, especially for children with the highest level of conflictual teacher-child relationship and the lowest level of close teacher-child relationship. In conclusion, the effect of children`s emotional regulation strategy on social withdrawal was moderated by teacher-child relationships. Findings are discussed in terms of the importance of teacher-child relationships in the context of intervention planning for withdrawn children.

유아의 수줍음과 교사-유아 관계 간의 관계에 대한 유아 언어능력의 조절효과

권연희(Yeon-Hee Kwon) 한국보육지원학회 2018 한국보육지원학회지 Vol.14 No.4

Objective: The purpose of the present study was to explore the moderating role of children’s verbal ability in the relation between shyness and teacher-child relationships. Methods: Participants were 200 children, their mothers, and their kindergarten teachers. Children’s shyness was rated by their mothers and teachers, and children’s verbal ability was measured using the language problem solving ability test. And teachers completed a rating scale in order to examine the teacher-child relationship. The collected data were analyzed using correlations and hierarchical multiple regressions. Results: Children’s shyness had a negative relation to close teacher-child relationships. And child’s verbal ability was significantly related to teacher-child relationships. Hierachical regression analysis indicted to the interaction of child’s shyness and verbal ability predicted close teacher-child relationships. Children’s shyness, those who demonstrated the lowest level of child’s verbal ability, was significantly associated with close teacher-child relationships. Children’s shyness had no significant relation to close teacher-child relationships, especially for the highest level of children’s verbal ability. Conclusion/Implications: We suggested that verbal ability training for children might be valuable for shy children in order to buffer the link between shyness and teacher-child relationships.

유아의 행복감에 대한 기질과 가족건강성의 영향

권연희 ( Yeon Hee Kwon ) 미래유아교육학회 2015 미래유아교육학회지 Vol.22 No.2

유아의 행복감에 대한 기질과 가족건강성의 영향을 이해하기 위해 유아의 기질, 가족건강성 및 행복감 간의 관계를 살펴보고, 유아의 기질과 행복감의 관계에 대한 가족건강성의 조절효과가 어떠한지를 알아보고자 하였다. 이를 위해 대도시권에 위치한 12개 유아교육·보육기관(어린이집 8곳과 유치원 4곳)에 다니는 만 4, 5세 학급의 유아 373명(남아 165명, 여아 208명)과 그들의 어머니를 대상으로 하였다. 유아의 기질 및 가족건강성을 알아보기 위해 어머니용 질문지를, 유아의 행복감을 살펴보기 위해 교사용 질문지를 사용하였다. 연구결과, 유아의 기질 중 수줍음과 정서성은 행복감과 부적상관관계를, 사교성과 활동성은 정적 상관관계를 보였다. 위계적 중다회귀분석 결과, 유아의 행복감에 대해 수줍음, 사교성, 정서성 기질과 가족건강성 간의 상호작용 효과가 유의하게 나타나 기질과 행복감 간의 관계에 대한 가족건강성의 조절적 역할을 보여주었다. This study examined the relations between child`s temperament and family strengths in predicting child`s happiness. Participants were 373 children(165 boys, 208 girls; aged 4-5 years old) and their mothers. Mother rated child`s temperament and family strengths, and teachers completed rating scales to measure child`s happiness. The collected data were analyzed using descriptive statistics, Pearson correlations, and hierarchical multiple regressions. Results showed that child`s shyness and emotionality were negatively related to, whereas child`s sociability and activity had positive relation to their happiness. Child`s family strengths were positively related to child`s happiness. Hierarchical regression analysis indicated that the interaction of child`s temperament and family strengths predicted child`s happiness. In conclusion, the effect of child`s temperament on happiness was moderated by family strengths. Findings were discussed in terms of importance of family strengths in the context of improvement planning for child`s happiness

보육교사의 교수 신념 유형에 따른 보육과정 운영

권연희(Kwon, Yeon Hee),최목화(Choi, Mock Wha),나종혜(Rha, Jong Hay) 한국생활과학회 2011 한국생활과학회지 Vol.20 No.2

The purpose of this study was to examine different child care curricula according to teachers teaching method types. The subjects of the study were three hundred and fifty-six teachers, who were divided into four groups according to their teaching method: mixed method(type A), child oriented method(type B), teacher oriented method(type C), and beliefless method(type D). The data on the duration of free play and outdoor play time, activities frequently practiced in class, and outside one the playground were collected. The dimensions of child care programs were measured using Moore(1994)s The Early Childhood Dimensions of Education Rating Scale. The results of this study were as follows: first, teachers who used child oriented teaching methods gave more free play time than teachers using teacher oriented or mixed teaching methods. Second, teachers using teacher oriented methods showed the closeness and teachers using child oriented methods showed the openness in child care programs. Last, the activities teachers thought were the most important differed according to the teachers methods even though in actual practice, there was no difference shown.

남녀 유아의 의도적 통제가 행동 문제에 미치는 영향에 대한 교사-유아 관계의 매개 효과

권연희(Kwon, Yeon Hee) 한국생활과학회 2011 한국생활과학회지 Vol.20 No.3

This study examine the mediating role of teacher-child relationships on childrens effortful control and problem behaviors. Boys and girls were analyzed separately. Participants were 221 children(l2l boys, 100 girls; aged 4-5), their mothers and 19 child care teachers. The teachers completed rating scales to measure the perception of teacher-child relationships and the childrens problem behaviors. Children’s effortful control was rated by the mother’s questionnaire. The collected data was analyzed using descriptive statistics, t-tests, Pearson’s correlations, and hierarchical multiple regressions. Results indicated that children’s effortful control was negatively related to their problem behaviors. In addition, the associations between children’s effortful control and their aggressive behaviors were mediated by conflictual teacher-child relationship. Also, the relation of girls effortful control and her withdrawal behavior was partially mediated by conflictual teacher-child relationship. Finally, the association between boy’s effortful control and his withdrawal behavior was mediated by close teacher-child relationship. Results suggest the importance of teacher-child relationships in the context of intervention planning for preschoolers problem behaviors.

어린이집 유아반의 일과 유형분류 및 일과 유형별 교사행동에 관한 연구

권연희(Kwon, Yeon Hee),최목화(Choi, Mock Wha),박찬화(Park, Chan Hwa) 한국생활과학회 2012 한국생활과학회지 Vol.21 No.5

This study evaluated the types of daily routines that occurred in child care centers based on four general categorizations: time spent on indoor free choice activities, outdoor activities, group activities and special activities. In addition, resulting child care teacher behaviors were examined based on daily routine types. A total 23 classes activity times and teacher behaviors were observed. The collected data were analyzed using descriptive statistics, hierarchical cluster, and Mann-Whitney U. Results indicated that there were 2 principle daily routine, indoor/outdoor activity time oriented and group activity time oriented. Analysis showed that teachers who belonged to the indoor/outdoor activity time oriented type showed more positive affect, positive guidance, neural guidance, and less non-involved behavior. Results suggest the importance of time spent on free choice activities in the context of daily routine for quality childcare.