유치원교사와 유아학습지 방문지도교사의 교육신념 및 교사효능감 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to know the differences between teachers belief and teacher efficacy of kindergarten teachers and home visiting tutor for young children toward DAP(Developmentally Appropriate Practice) appropriate for childrens developmental stages.
The examinees of this study are kindergarten teachers and home visiting tutors for young children in Seoul and Kyeongki-do; 298 copies were applied to this study.
The questionnaire used in this study in order to measure teachers belief toward DAP is that of Hart, Burts, Charlesworth, Fleege, Ickes, and Durland(1990), which was suggested in NAEYC, based on practical examples appropriate for childrens developmental stages. The measurement way was report mode. The instrument measuring teacher efficacy was that of Enochs & Riggs(1998)s teacher efficacy measurement instrument modified and supplemented from that of Lee, Bun Ryeo(1998), adjusting to practical situations.
As for data analysis, mean value and standard deviation were calculated, and t-test was conducted, in order to know the differences between teachers belief and teacher efficacy of kindergarten teachers and home visiting tutor for young children toward DAP (Developmentally Appropriate Practice) appropriate for childrens developmental stages. One way ANOVA and t-test were conducted in order to know the differences of teacher belief according to variables of general backgrounds. Duncans post-analysis was conducted in order to clarify concrete differences of groups.

The findings of this study are as follows;
First, kindergarten teachers teacher belief toward actuality appropriate for developmental stages was higher than that of home visiting tutor for young children. The teacher belief appropriate for the developments according to background variables are as follows; in case of kindergarten teachers, the older was he(she), the more did he(she) earn, the higher was the level of school career, the more did he(she) took the study & training, the more did he(she) recognized the developmental appropriateness. In case of home visiting tutors for young children, the lower was the level of school career, the more did he(she) recognized the developmental appropriateness, and the tutors who majored in preschool education in university recognized the developmental appropriateness well.
Second, any significant differences of teacher efficacy were not found between kindergarten teachers and home visiting tutor for young children. This study examined the differences of teacher efficacy according to background variables, and results were as follows; in case of kindergarten teachers, the longer was the time length of educational career, the higher was the level of teacher efficacy and general & personal teaching efficacy, the order of general teaching efficacy was the level of the teachers who earn over 1,510,000 Won, the level of those who earn below 1,000,000 Won, and the level of those who earn 1,010,000∼1,500,000 Won, in the correct order. The higher was the level of school career, the higher was the level of general teaching efficacy. The older was he(she), the higher was the level of personal teaching efficacy. The more did he(she) took the study & training, the higher was the level of personal teaching efficacy. The order of general teach efficacy was 4∼6 times, 1∼3 times, 7∼10 times in the correct order. In case of home visiting tutors for young children, the longer was the time length of educational career, the higher was the level of teacher efficacy. The more did he(she) earn, the higher were the levels of general teacher efficacy and personal teacher efficacy. The higher was the level of educational career, the higher were the levels of general teacher efficacy and personal teacher efficacy.

국문 초록 (Abstract)

본 연구는 유치원 교사와 유아 학습지 방문지도교사의 발달에 적합한 유아교육 실제(DAP : Developmentally Appropriate Practices)에 대한 교육신념과 교사 효능감은 어떠한 차이가 있는지 알아보는데 목적이 있다.
연구대상은 서울, 경기지역에 위치한 유치원 교사와 유아 학습지 방문지도교사를 대상으로 하였으며, 총 298부가 연구에 사용되었다.
DAP에 대한 교육신념을 측정하기 위해 Hart, Burts, Charlesworth, Fleege, Ickes와 Durland(1990)가 NAEYC에서 제안한 발달에 적합한 실제에 근거하여 교사의 발달적 적합성에 대한 신념을 자기 보고형태로 측정할 수 있도록 개발한 교사 질문지를 사용하였으며, 교사의 효능감을 측정하기 위해 Enochs와 Riggs(1998)가 개발한 과학 교수 효능감 검사도구를 이분려(1998)가 일반적인 교사 효능감 검사도구로 수정·번안한 것을 상황에 맞게 재수정하여 사용하였다.
자료분석은 유치원 교사와 유아 학습지 방문지도교사 간에 발달에 적합한 유아교육 실제에 대해 신념의 차이와 교사 효능감의 차이를 알아보기 위하여 평균 및 표준편차를 구하고 t-test를 실시하였으며, 일반적 배경 변인에 따른 신념의 차이를 알아보기 위해서 t-test 및 일원변량분석, 이원변량분석을 실시하였고, 집단간 구체적 차이를 밝히기 위해 Duncan의 사후검증을 실시하였다.

연구결과를 요약하면 다음과 같다.
첫째, 발달적으로 적합한 실제에 대한 교육신념은 유치원 교사가 유아 학습지 방문지도교사보다 더 높았다.
둘째, 배경변인에 따라 발달에 적합한 교육신념에 차이가 있는지를 알아본 결과는, 유치원 교사는 연령이 높을수록, 수입이 많을수록, 학력이 높을수록, 연수횟수가 많을수록 발달적 적합성을 더 잘 인식하고 있었으며, 유아 학습지 교사는 유아교육을 전공한 교사일수록, 학력이 낮을수록 발달적 적합성을 더 잘 인식하고 있었다.
셋째, 교사 효능감은 유치원 교사와 유아 학습지 방문지도교사간에 유의한 차이가 나타나지 않았다.
넷째, 배경변인에 따라 교사 효능감에 차이가 있는지를 알아본 결과 유치원 교사는 경력이 많을수록 교사 효능감 및 개인적 교수효능감이 높았고, 수입은 151만원 이상>100만원 이하>101-150만원인 교사의 순으로 일반적 교수 효능감이 높게 나타났으며, 학력이 높을수록 일반적 교수 효능감이 높았고, 연령이 많을수록 개인적 교수 효능감이 높았으며, 연수횟수가 많을수록 개인적 교수 효능감이 높고, 일반적 교수 효능감은 4-6회,1-3회>7-10회의 순으로 나타났다. 유아 학습지 교사는 경력이 많을수록 교사 효능감 모두 높았으며, 수입이 많을수록 교사효능감 전체와 개인적 교수 효능감이 높았고, 학력이 높을수록 교사 효능감 전체와 개인적 교수 효능감이 높게 나타났다.