유치원 교사의 정서표현성에 관한 연구 = A Study on Kindergarten Teachers' Emotional Expressiveness

국문 초록 (Abstract)

본 연구는 유치원 교사의 가정에서의 정서표현성과 유치원에서의 정서표현성에 차이가 있는지를 알아보고, 유치원에서의 정서표현성이 관련변인에 따라 차이가 있는지를 알아보기 위하여 설문조사를 하였다. 연구 결과 유치원 교사의 긍정 정서표현성은 가정보다 유치원에서 더 높았으며, 부정 정서표현성은 유치원보다 가정에서 더 높았다. 다음으로 유치원에서 표현하는 유치원 교사의 정서표현성은 경력, 기관유형과 담당학급 유아연령에 따라 차이가 있는 것으로 나타났으나, 학력, 결혼여부, 담당학급 유아 수와 시간유형에 따른 차이는 없는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

This study investigates kindergarten teachers' perceptions on their emotional expressiveness at home and in the kindergarten classroom. Specifically, research questions addressed in this study are as follows: 1) Are there any differences in kindergarten teachers' perceptions of their emotional expressiveness at home and in the classroom? 2) Are there any differences in kindergarten teachers' perceptions of their emotional expressiveness at home and in the classroom by related variables such as teaching career, final degree, marital status, kindergarten type, schedule type, children's age and number in charge? Subjects for this study were 464 public and private kindergarten teachers. For the aforementioned purposes of this study, the Family Expressiveness Questionnaire (FEQ; Halberstadt, 1986) was translated into Korean and modified to be suitable for Korean culture. Data collected from the participants were analyzed with paired t-test to detect the differences of participants' emotional expressiveness at home and in the classroom. Then M, SD, paired t-test, F-test, and Scheffe' test were run to test the differences of participants' emotional expressiveness at home and in the classroom by their related factors. Results of this study can be summarized as follows: First, positive emotions were expressed significantly more in the classroom than at home. Conversely, both negative dominant and negative non-dominant emotions were expressed significantly more at home than in the classroom. Second, significant differences of emotional expressiveness were found by teaching career, kindergarten type, and children's age in the classroom. But no significant difference of emotional expressiveness was found which corresponded to teachers' final degree, marital status, schedule type, and number of children in their charge.