유아교육기관의 동료장학 실행수준과 교사 효능감에 관한 연구 = A study on the relations between Actual Performance Levels of Peer Supervision and Teachers sense of efficiency in childhood education associations

국문 초록 (Abstract)

오늘날 유아교육은 양적인 팽창과 더불어 내실화 및 질적 향상을 위한 많은 노력이 다각도로 이루어지고 있다. 교육의 질 향상을 위해서 여러 요인들이 작용하지만 그 중에서도 교사의 자질 향상이 중요하다는 점에서 의견을 같이하고 있다. 질 높은 교사가 되기 위해서는 우선적으로 교사 양성기관에서 이루어지는 직전 교육이 잘 이루어져야하며 교사가 된 이후에도 현직교사들에 대한 지속적인 교육이 필요하다. 즉 교육의 질 향상과 교사의 전문적인 발달과 성장을 지원하기 위해서는 교육활동을 지원하고 조장·봉사할 수 있는 장학활동이 필요하다. 본 연구에서는 잘 가르치는 교사, 교사 효능감이 높은 교사 즉, 자신의 교수 행위에 자신감을 가지고 학습자의 학습 상황을 보다 효율적으로 이끌 수 있는 원동력이 되는 교사 효능감을 높일 수 있는 하나의 요인인 동료장학이 현장에서 보다 효과적으로 이루어질 수 있는 환경을 찾고자 하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the following:
1) How Actual Performance Levels of Peer Supervision in childhood education associations.
2) How the teachers sense of self-satisfaction and efficiency relates to Peer Supervision.
3) The Relationship between actual performance levels of peer supervision and teachers sense of self-satisfaction and efficiency.
For this purpose, two questionnaires were conducted to 349 childhood teachers in Busan and Kyongnam areas. The analysis methods of the data were descriptive and one-way ANOVA of SPSS statistical program.
The results of the survey are summarized as follows:
1) Today, the performance in childhood education where there is peer supervision is slightly higher than average. On research in a lower range of peer supervision the performance has shown that accomplished goals can be achieved based on the goal of peer supervision. Teaching oriented peer supervision has sown the highest levels of performance, in addition this has been accomplished with trustable and co-operative human relationships with co-workers and peers.
Based on the teachers life skills environmental factors and career, goals has shown a higher performance towards younger childhood education, also where a plan of peer supervision by the director is prevalent has allowed for higher performance.
2) The self-satisfaction of kindergarten teachers was higher than average. The data showed that where the teacher was in a higher position they tend to be more career focused. It also showed that these teachers who were in higher positions too had a higher level of self-satisfaction and efficiency.
3) The co relationships between peer supervision and teachers satisfaction, showed that the higher performance of the teachers the higher satisfaction and self-efficiency they received from teaching.
In conclusion, the higher performance levels within a kindergarten education instate had shown a higher level of teacher satisfaction and efficiency. Peer Supervision with co-operation and trust is one of the most important factors to improve teachers self-satisfaction and self-efficiency.