유치원 교사의 교사효능감 확인 연구 = A Study on Identifying of Kindergarten Teacher`s Efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the level of kindergarten teacher’s efficacy, to find out teacher’s variables that make difference teacher efficacy and to explore variables influencing on teacher efficacy. In this study, 287 preschool teachers of 3- to 5- year old children from 109 kindergartens located in Seoul were randomly selected. They completed TEBI(teaching efficacy belief instrument: scale for teacher efficacy consisting of general teaching efficacy and personal teaching efficacy). The result of this study can be summarized as follows : First, the mean of GTE(general teaching efficacy) is 42.36 and PTE(personal teaching efficacy) is 44.86. Teacher’s level of GTE and PTE are similar, and teachers have a middle and upper level of GTE, PTE. Second, with respect to teacher’s characteristic variables, teacher’s age, status in working place, amount of in-service program, and years of experience and participation in decision making of kindergarten are found as imperative in teacher’s general teaching efficacy. In the meantime, teacher’s age, level of education, status in working place, teacher’s salary, amount of in-service program, changing number of kindergarten, years of experience, participation in decision making of kindergarten are found as imperative in teacher’s personal teaching efficacy. Third, the teacher’s characteristic variables are working as important variables in explaining their efficacy. It is participation in decision making of kindergarten and status in working place that are found statistically significant in explaining general teaching efficacy. And it is teacher’s age and amount of in-service program that are found statistically significant in explaining personal teaching efficacy.