유치원 교사들의 수학교수에 대한 자기효능감에 영향을 주는 변인에 관한 연구 = A Study of the Contributing Variables to Kindergarten Teachers' Mathematics Teaching Self-efficacy

국문 초록 (Abstract)

본 연구의 목적은 수학교수에 대한 자기효능감 정도 및 설정된 예측변인들을 사용하여 어떤 변인이 유치원 교사들의 수학교수 자기효능감을 잘 설명하는가를 찾고, 면접을 통하여 수학교수 자기효능감이 수학과 관련된 경험에 따라 다른지를 알아보는데 목적이 있다. 연구대상은 서울시와 경기도 지역의 유치원 교사 176명이며 설문 분석 결과, 유치원 교사들의 수학교수에 대한 자기효능감을 가장 잘 설명해 주는 변인은 수학에 대한 흥미도와 교사경력으로 나타났고, 유치원 교사들의 수학교수의 결과 기대를 가장 잘 설명해 주는 변인은 수학 관련 서적 구입 수이며, 교사 개인의 수학교수능력에 대한 신념을 가상 잘 설명해 주는 변인은 수학에 대한 흥미도와 교사경력으로 나타났다. 전체 대상자 176명중 14명을 면접대상으로 면접 분석한 결과, 수학교수에 대한 자기효능감이 높은 교사들은 수학에 대한 호기심과 관심이 있으며 수학과 관련된 경험 중에 부정적인 경험은 없는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

This study explores teacher's mathematics self-efficacy and identifies variables that explain self-efficacy. The study also asks whether mathematics teaching self-efficacy differs depending upon teachers' background and experience in mathematics. Subjects were 176 kindergarten teachers teaching in Seoul and the Kyunggi area. Of the 176, 14 teachers were interviewed for a qualitative analysis. The variables found to influence the mathematics teaching self-efficacy of kindergarten teachers were an interest in mathematics, teaching experience, and the number of mathematics courses taken during college. Of these, the two variables that had explanatory power were interest in mathematics and teaching experience. Variables that influenced expectations of mathematics teaching were the number of math books purchased, teaching experience, and the number of math courses taken in college. The variable that had explanatory power in this group was the number of math books purchased. Variables that influenced teachers' beliefs about their math teaching ability were interest in math and teaching experience. The variables that had explanatory power were interest in math and teaching experience. The interview results suggest that teachers with high self-efficacy do not have negative math-related experiences, and that they themselves report having an interest in math.

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