보육교사의 교사효능감과 교사-유아 상호작용의 관계 = The relationship between teachers' efficacy belief and interactions of teachers and children

다국어 초록 (Multilingual Abstract)

The goal of this study was to examine the relationship between teachers' efficacy belief and interactions between teachers and children of childcare teachers, and utilize the results as the basic data to educate of teachers.
The subjects were 205 teachers at 48 childcare centers located in the Jeonlabukdo area. The instruments employed were teachers' efficacy belief(general teaching efficacy and personal teaching efficacy), interactions between teachers and children(care of meals and food eaten between regular meals time, care of a nap, care of using a toilet, positive language and action of teachers, encouragement of positive interactions among peers, negative emotion acceptance and problem intervention of children, positive participation to free play of children, and an equality treatment for children), experiences, and age. The data were analyzed with the SPSS program. They were analyzed by Mean, Standard Deviation, t-test, Pearson correlation, and Regression Analysis.
The results of this study are as follows: First, personal teaching efficacy was significantly different by the types of childcare institution. But general teaching efficacy was not significantly different by the types of childcare institution.
‘Positive language and action of teachers’, ‘encouragement of positive interactions among peers’, ‘negative emotion acceptance and problem intervention of children’, and ‘positive participation to free play of children’ were significantly different by the types of childcare institution.
Second, personal teaching efficacy was correlated positively with teachers' experiences. General teaching efficacy and personal teaching efficacy were correlated positively with teachers' age.
Factors of interactions between teachers and children were correlated positively with teachers' age, but were not correlated positively with teachers' experiences.
Third, factors of interactions between teachers and children were correlated positively with personal teaching efficacy. And ‘care of meals and food eaten between regular meals time’, ‘care of using a toilet’, ‘positive language and action of teachers’, ‘encouragement of positive interactions among peers’, ‘negative emotion acceptance and problem intervention of children’, and ‘positive participation to free play of children’ were correlated positively with general teaching efficacy.
Lastly, personal teaching efficacy was the most powerful variable influencing interactions between teachers and children.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경 7
• 1. 교사효능감 7
• 2. 교사-유아 상호작용 11
• 1) 교사-유아 상호작용의 중요성 11
• 2) 교사-유아 상호작용 척도의 개발배경 13
• 3. 교사효능감과 교사-유아 상호작용의 선행연구 19
• Ⅲ. 연구방법 22
• 1. 연구대상 22
• 2. 측정도구 23
• 1) 교사효능감 측정도구 23
• 2) 교사-유아 상호작용 측정도구 23
• 3. 연구절차 27
• 4. 자료분석 28
• Ⅳ. 연구결과 29
• 1. 근무기관 유형에 따른 교사효능감 및 교사-유아 상호작용 의 차이 29
• 2. 교사변인(경력, 연령)과 교사효능감 및 교사-유아 상호작용의 관계 31
• 3. 교사효능감과 교사-유아 상호작용의 관계 33
• 4. 교사-유아 상호작용에 대한 교사효능감, 경력 및 연령의 설명력 34
• Ⅴ. 논의 및 결론 37
• 참고문헌 42