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예비유아교사의 창의적 인성이 감성지능에 미치는 영향에서 교직적성의 매개효과
임연자(Yeun-ja Yim) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.11
목적 본 연구는 예비유아교사의 창의적 인성과 감성지능, 교직적성 간의 관계와 세 요인의 관계에서 예비유아교사의 교직적성이 매개적인 역할을 수행하는지 살펴보는데 목적을 두고 있다. 방법 이를 위해 J지역 예비유아교사 147명을 대상으로 설문조사를 실시하였다. 수집된 자료는 SPSS 24.0 통계프로그램을 이용하여 Pearson의 상관분석, 중다회귀분석(Multiple regression), 매개효과를 검증하기 위해 Sobel test를 실시하였다. 결과 연구결과 첫째, 예비유아교사의 창의적 인성, 감성지능, 교직적성 간에 유의미한 정적상관이 있는 것으로 나타났다. 즉 창의적 인성이 높으면 감성지능과 교직적성이 높아지고, 감성지능이 높으면 교직적성이 높아지게 된다는 것을 알 수 있다. 둘째, 예비유아교사의 창의적 인성과 감성지능의 관계에서 교직적성은 부분 매개역할을 하는 것으로 나타났다. 즉 예비유아교사의 창의적 인성은 감성지능에 유의한 영향을 미치고 있으며, 예비유아교사의 교직적성은 창의적 인성에 매개하여 감성지능에 유의한 영향을 미치고 있다고 해석할 수 있다. 결론 본 연구에서는 예비유아교사의 창의적 인성, 감성지능, 교직적성 간의 의미있는 관계를 밝혔으며, 창의적 인성과 감성지능의 관계에서 교직적성의 매개효과가 있음을 확인하였다. 연구결과를 기반으로 예비유아교사의 창의적 인성과 감성지능을 연결하는 매개요인으로 교직적성에 대한 이해를 확장시켰으며 예비유아교사의 창의적 인성과 감성지능을 증진시킬 수 있는 방안에 대해 논의하였다. Objectives The purpose of the study was to examine the relationship among the creative personality, emotional intelligence, the teaching motivation, and the teacher efficacy of pre-service early childhood teachers. Methods To this end, a survey was conducted on 147 pre-service early childhood teachers in the J area. Pearson correlation analysis, multiple regression analysis and Sobel test were performed using the SPSS 24.0 program. Results The research results are as follows. First, as a result of examining the relationships among pre-service early childhood teachers creative personality, teaching motivation, and emotional intelligence, the significant positive correlations were found between each variable. Second, as a result of examining the teaching motivation of job satisfaction on the relationship between creative personality and emotional intelligence of pre-service early childhood teachers, it was found that job satisfaction plays a partial mediating role. Conclusions In this study, the meaningful relationship among creative personality, teaching motivation, and emotional intelligence of pre-service early childhood teachers was revealed, and it was confirmed that teaching motivation had a mediating effect on the relationship between creative personality and emotional intelligence. Based on the research results, the understanding of teaching motivation as a mediating factor linking pre-service early childhood teachers' creative personality and emotional intelligence was expanded, and the ways to improve creative personality and emotional intelligence of pre-service early childhood teachers were discussed.
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예비유아교사의 아동기 정서적 학대 경험이 성인애착에 미치는 영향에서 마음챙김의 매개효과
임연자 ( Yim Yeun-ja ) 한국유아교육학회 2022 유아교육연구 Vol.42 No.6
The purpose of this study is to analyze the structural relationship between childhood emotional abuse, adult attachment, and mindfulness, and to investigate the mediating effect of mindfulness in the effect of pre-service early childhood teachers' childhood emotional abuse on adult attachment. For this purpose, a survey was conducted on 161 pre-service early childhood teachers in the Jeonnam and Jeonbuk area. For the collected data, descriptive statistical analysis, correlation analysis, regression and path analysis were performed using SPSS 24.0 and AMOS 26.0 program. In addition, the bootstrapping analysis method was applied to verify the significance of the mediating effect of mindfulness. The research results are as follows. First, it was found that there was a correlation between the childhood emotional abuse and mindfulness of the pre-service early childhood teachers and adult attachment. Second, childhood emotional abuse of pre-service early childhood teachers had a significant effect on mindfulness, and no effect was found on the adult attachment. In addition, it was confirmed that mindfulness had a complete mediating effect in the effect of pre-service early childhood teachers’ childhood emotional abuse on the adult attachment. This study is significant in that it proves that mindfulness of the pre-service early childhood teacher is a determining factor in the perception of childhood abuse, and illuminates the value of mindfulness as an ethical quality that an early childhood teacher must possess. Based on the results of this study, it is proposed to develop a program to promote mindfulness, especially including mindfulness for pre-service early child teachers.
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