언어의 어휘 및 실현의미에 대한 고찰 : Wilhelm Schmidt의 이론을 중심으로

채정연 한국외국어대학교 대학원 1998 국내석사

STS 프로그램이 유아의 과학관련 태도에 미치는 효과

채정연 대구대학교 대학원 2004 국내석사

교직경력에 따른 유아교사의 셀프리더십, 임파워먼트 및 조직공정성 인식이 교직헌신에 미치는 영향

채정연 대구대학교 2020 국내박사

The purpose of this study was to investigate the effects of self-leadership, empowerment, and organizational justice perception on the commitment to teaching in early-childhood teachers, and to find whether their effects differ between less experienced early-childhood teachers and highly experienced early-childhood teachers. The research questions set according to the purpose of this study are as follows. 1) Does self-leadership, empowerment, and organizational justice perception of early-childhood teachers affect their commitment to teaching? 2) Does the impact of self-leadership, empowerment, and organizational justice perception on the commitment to teaching in early-childhood teachers differ by teaching career? The subjects of this study were 350 early-childhood teachers in kindergartens and daycare centers located in Seoul, Gyeonggi, Daegu, Gyeongbuk, and Gyeongnam. To measure the commitment to teaching of early-childhood teachers, Roe (2004)'s commitment to teaching scale reconstructed by Sim (2007) for early-childhood teachers was used. For measuring self-leadership of early-childhood teachers, the scale of Marques-Quinteiro et al. (2012) translated by Kim (2015) was used. The empowerment of early-childhood teachers was measured with the scale developed by Short & Rinehart (1992) and revised and supplemented by Lee (2007). The organizational justice perception of early-childhood teachers was measured with the scale used in Niehoff & Moorman (1993) and translated by Kwon (2013). In this study, the following analysis was conducted using the SPSS 23.0 program. A descriptive statistical analysis was conducted to identify the general characteristics of the study subjects. A T-test was conducted to analyze the differences between the groups. In order to analyze the reliability of the research tools, the Cronbach α coefficients were calculated for the sub-factors and for each scale. A correlation analysis was conducted to analyze the relationship between early-childhood teachers' self-leadership, empowerment, organizational justice perception, and their commitment to teaching. A stepwise multiple regression analysis was conducted to examine the impact of self-leadership, empowerment, and organizational justice perception on the early-childhood teachers' commitment to teaching. In addition, a stepwise multiple regression analysis was conducted to identify differences according to the teaching career in the relationships of early-childhood teachers' self-leadership, empowerment, and organizational justice perception on their commitment to teaching. The major findings of this study are summarized as follows: First, the effects of self-leadership, empowerment, and organizational justice perception on the commitment to teaching of early-childhood teachers with respect to the first research question are as follows. The variables that influence the commitment to teaching of early-childhood teachers were based on the natural reward strategy and the behavior-focused strategy including self-leadership, self-efficacy, and professional development in empowerment, interactional justice, and procedural justice in the organizational justice perception. Next, the effects of self-leadership, empowerment, and organizational justice perception on the sub-factors of commitment to teaching are as follows: The natural reward strategy of self-leadership influenced the professionalism, educational love, and passion of all sub-factors of the commitment to teaching. The behavior-focused strategy of self-leadership influenced the passion for the commitment to teaching, and the constructive thought pattern strategy of self-leadership influenced the educational love and commitment to teaching. As for the effect of empowerment on the sub-factors of commitment to teaching, the self-efficacy of empowerment affected the professionalism and educational love and the commitment to teaching. Professional development influenced the educational love and passion of the commitment to teaching. Empowerment status influenced the professionalism of the commitment to teaching. In the effect of the organizational justice perception on the sub-factors of the commitment to teaching, procedural justice influenced professionalism and the passion of commitment to teaching. Distributional justice influenced the educational love of the commitment to teaching. Second, the results whether the impact of self-leadership, empowerment, and organizational justice perception on the commitment to teaching in early childhood teachers differ by teaching career (the second research question) are as follows: Looking at the variables that affect the overall commitment to teaching of early-childhood teachers, the natural reward strategy and behavior-focused strategy of self-leadership commonly affected both less-experienced early-childhood teachers and highly-experienced early childhood teachers. In addition, the procedural justice in the organizational justice perception influenced the commitment to teaching of the less-experienced early-childhood teachers’group. The self-efficacy of empowerment and the interactional justice of the organizational justice perception influenced commitment to the teaching of the highly experienced early-childhood teachers' groups. The conclusions drawn from the results of this study are as follows: First, self-leadership, empowerment, and organizational justice perception of early-childhood teachers’ have positive effects on the commitment to teaching. Among them, the natural reward strategy and the behavior-focused strategy of self-leadership, self-efficacy, professional development of empowerment, and interactional justice and procedural justice for the organizational justice perception are the sub-factors that positively affect the commitment to teaching of early-childhood teachers. Second, there is a difference in the relative influences between the variables affecting the commitment to teaching and the relative influences among the less-experienced early-childhood teachers and highly-experienced early-childhood teachers. The procedural justice in the organizational justice perception has a positive impact on the commitment to teaching of less-experienced early-childhood teachers. On the other hand, the self-efficacy of empowerment and the interactional justice in the organizational justice perception has positive impacts on the commitment to teaching of highly-experienced early-childhood teachers. Based on the conclusions and discussions in this study, the implications for the commitment to teaching of early-childhood teachers are suggested as follows: First of all, the training program for in-service teachers should not only focus on the contents related to early-childhood teachers' instructional activities but should be composed of contents that early-childhood teachers can synchronize through reflection when considering that the intrinsic motivations for early-childhood teachers and this must increase their commitment to teaching. Early-childhood teachers should practice reflective activities, such as reflective journal writing to assess their teaching behavior so that they can increase their self-efficacy and devote themselves to teaching. Early-childhood institutions should create a transparent and receptive system to ensure interactional justice between the director, executive director, and early-childhood teachers to ensure fair communication. This will help early-childhood teachers recognize that their opinions are reflected within the organization. This perception will serve to increase the commitment of early-childhood teachers. In addition, early childhood teachers should be provided with opportunities for professional development by receiving various types of scholarships from governments and institutions. To do this, early-childhood teachers must practice their own scholarship to promote their own development. Early-childhood institutions should offer mentoring scholarships to early childhood teachers who work at the institution with mentors or highly-experienced early childhood teachers. Governments should use their education expertise to provide early-childhood teachers with opportunities for consulting scholarship, including advice, counseling, and support activities related to teaching. Finally, differential support should be provided according to the teaching career for the development of the commitment to teaching of early-childhood teachers. In order to increase the commitment of less-experienced early childhood teachers (with a teaching career of one to five years or less), the teachers' opinions should be reflected in decision-making based on the horizontal system and fair procedures at early-childhood institutions. In order to increase the commitment of highly-experienced early-childhood teachers (with more than six years of teaching experience), it is necessary to increase the chances for the teachers to reach management or to participate in the decision-making process. In addition, they should reorganize their beliefs and perceptions about education to increase their self-efficacy. Based on these implications, it is expected that early-childhood institutions and governments explore ways to effectively promote the commitment to teaching of early-childhood teachers and serve as a basis for improving the quality of early-childhood education. 본 연구의 목적은 유아교사의 셀프리더십, 임파워먼트 및 조직공정성 인식이 교직헌신에 미치는 영향력에 대하여 알아보고, 그 영향이 저경력 유아교사 집단과 고경력 유아교사 집단에 따라 어떠한 차이가 나는지를 알아보는데 목적이 있다. 이에 따라 설정된 연구문제는 다음과 같다. 1) 유아교사의 셀프리더십, 임파워먼트 및 조직공정성 인식은 교직헌신에 영향을 미치는가? 2) 유아교사의 셀프리더십, 임파워먼트 및 조직공정성 인식이 교직헌신에 미치는 영향은 교직경력에 따라 차이를 나타내는가? 본 연구의 대상은 서울, 경기, 대구, 경북, 경남지역에 소재한 유치원과 어린이집에 종사하는 유아교사 350명을 대상으로 실시하였다. 유아교사의 교직헌신을 측정하기 위해서 노종희(2004)가 개발한 교직헌신 질문지를 유아교사에게 맞게 심윤희(2007)가 재구성한 검사도구를 그대로 사용하였다. 유아교사의 셀프리더십을 측정하기 위한 척도는 Marques-Quinteiro 등(2012)이 사용한 척도를 번안하여 사용한 김은숙(2015)의 검사 도구를 사용하였다. 또한 유아교사의 임파워먼트는 Short와 Rinehart(1992)가 개발하고 이철수(2007)가 수정하여 보완한 질문지를 사용하였으며, 유아교사의 조직공정성인식은 조직공정성을 측정하기 위해 Niehoff와 Moorman(1993)의 연구에서 사용된 도구를 권순호(2013)가 번안한 것을 사용하였다. 자료 분석은 변인별 기술적인 통계치를 산출하였다. 또한 유아교사의 교직헌신에 대한 변인들의 영향력을 알아보기 위하여 단계적 중다회귀분석을 실시하였다. 본 연구에서 밝혀진 주요 연구결과를 요약하면 다음과 같다. 첫째, 연구문제 1번의 유아교사의 셀프리더십, 임파워먼트 및 조직공정성 인식이 교직헌신에 미치는 영향에 대하여 알아본 결과는 다음과 같다. 먼저, 유아교사의 교직헌신 전체에 영향을 미치는 변인은 셀프리더십의 자연적 보상전략과 행위중심전략, 임파워먼트의 자기효능감과 전문성 신장, 조직공정성 인식의 상호작용공정성과 절차공정성으로 유아교사의 교직헌신에 있어 긍정적인 영향을 미치는 것으로 나타났다. 다음으로 유아교사의 셀프리더십, 임파워먼트, 조직공정성 인식이 교직헌신의 하위변인에 미치는 영향을 살펴보면 다음과 같다. 셀프리더십이 교직헌신의 하위변인에 미치는 영향에서 셀프리더십의 자연적 보상전략은 교직헌신의 전문의식, 교육애, 열정 모두에 영향을 미치며, 셀프리더십의 행위중심전략은 교직헌신의 열정에 영향을 미치고 셀프리더십의 건설적 사고패턴전략은 교직헌신의 교육애에 영향을 미쳤다. 그리고 임파워먼트가 교직헌신의 하위변인에 미치는 영향에서 임파워먼트의 자기효능감은 교직헌신의 전문의식과 교육애에 영향을 미치고, 임파워먼트의 전문성 신장은 교직헌신의 교육애와 열정에 영향을 미치며 임파워먼트의 지위는 교직헌신의 전문의식에 영향을 미쳤다. 이어서 조직공정성 인식이 교직헌신의 하위변인에 미치는 영향에서 조직공정성 인식의 절차공정성은 교직헌신의 전문의식과 열정에 영향을 미치고, 조직공정성 인식의 분배공정성은 교직헌신의 교육애에 영향을 미치는 것으로 나타났다. 둘째, 연구문제 2번의 유아교사의 셀프리더십, 임파워먼트 및 조직공정성 인식이 교직헌신에 미치는 영향은 유아교사의 교직경력에 따라서 차이가 나는지를 알아본 결과는 다음과 같다. 유아교사의 교직헌신 전체에 영향을 미치는 변인들을 살펴보면, 저경력 유아교사 집단과 고경력 유아교사 집단에서 공통적으로 셀프리더십의 자연적 보상전략과 행위중심전략이 교직헌신에 영향을 미치는 것으로 나타났다. 또한, 저경력 유아교사집단의 교직헌신에는 조직공정성 인식의 절차공정성이 영향을 미치며 고경력 유아교사집단의 교직헌신에는 임파워먼트의 자기효능감과 조직공정성인식의 상호작용공정성이 영향을 미치는 것으로 밝혀졌다.