보육교사의 직무에 대한 내용분석 및 인식 조사 = Analysis Job Contents and Perceptions Investigation of ChildCare Teachers

다국어 초록 (Multilingual Abstract)

This study set out to examine the areas and contents of jobs that child care teachers performed on the field and to investigate the performance level, importance, and difficulty of each job as they perceived them. For those purposes, literature study was conducted in regard to the jobs of child care teachers, and interviews and surveys were carried out to analyze the contents and investigate their perceptions.
The research questions were set as follows:
First, what are the areas and contents of the jobs that child care teachers perform on the field?
And second, what are the perceptions of child care teachers regarding their jobs(performance level, importance, and difficulty)?
First, there were ten areas of jobs required from child care teachers, and they include preparations for child care activities, actual performance of child care activities, evaluation of child care activities, increase of professionalism, protection of infants and babies, dealing with parents, events, office work, facilities and equipments, and interpersonal relations and social affairs. And they turned out to perform total 144 different jobs, which consisted of 19 jobs in preparations for child care activities, 24 jobs in actual performance of child care activities, 11 jobs in evaluation of child care activities, 12 jobs in increase of professionalism, 26 jobs in protection of infants and babies, 8 jobs in dealing with parents, 6 jobs in events, 26 jobs in office work, 7 jobs in facilities and equipments, and 5 jobs in interpersonal relations and social affairs.
Second, the job area that the child care teachers did most frequently was protection of infants and babies, which was followed by events and actual performance of child care activities in the order. Their performance level was the lowest in increase of professionalism, which was followed by evaluation of child care activities and interpersonal relations and social affairs in the order. Regardless of the job areas, their performance level was the highest in cleaning the classroom, teaching about hygiene before and after meals, and teaching about cleaning one's belongings and toys in the descending order. And regardless of the job areas, their performance level was the lowest in society activities, participating in early childhood education fairs, and managing the graduates in the descending order.
Third, the child care teachers regarded protection of infants and babies as the most important job area, which was followed by actual performance of child care activities and events in the order. The least important job areas include interpersonal relations and social affairs, office work, and evaluation of child care activities in the descending order. Regardless of the job areas, the respondents said cleaning the classroom was the most important job, which was followed by teaching about cleaning one's belongings and toys and teaching about the right greetings in the order. And regardless of the job areas, the least important job contents include society activities, participating in local community events, and managing the graduates in the descending order.
And fourth, the child care teachers cited evaluation of child care activities as the most difficult job, which was followed by dealing with parents and events in the order. The easiest job areas include protection of infants and babies, actual performance of child care activities, and facilities and equipments in the descending order. Regardless of the job areas, they thought making and analyzing portfolios for infants and babies was the most difficult job, which was followed by collecting opinions about a program and writing a journal about classes in the order. And regardless of the job areas, the easies jobs include collecting a consent form from the parents in case of an emergency treatment, maintaining the personal items of the infants and babies clean, and taking care of excretion accidents in the descending order.
The research findings indicate that the child care teachers engaged in a wide variety of jobs in large volumes regardless of the job areas. They regarded the jobs they did most frequently as the most important ones among the many different jobs and cited various jobs as the most difficult ones to them. Since they had different ideas about difficult jobs according to their personal differences, it's crucial to provide in-service training based on a survey of the demands of the incumbent teachers. And it's also critical to lessen the workload of child care teachers and thus to help them efficiently carry out their jobs and to set the priorities among the many different jobs and apply them to the training courses for the in-service or pre-service child care teachers so that they can provide a higher quality child care service for infants and babies.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 6
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 교사의 직무 = 8
• 2. 보육교사의 직무 = 19
• Ⅲ. 연구방법 = 30
• 1. 연구대상 = 30
• 2. 연구도구 = 32
• 3. 연구절차 = 34
• 4. 자료분석 = 38
• Ⅵ. 결과 및 해석 = 39
• 1. 보육교사의 직무에 대한 영역과 내용 = 39
• 2. 보육교사의 직무에 대한 인식 = 64
• Ⅵ. 요약 및 논의 = 76
• 1. 요약 = 76
• 2. 논의 및 제언 = 78
• 참고문헌 = 84
• 부록 = 91
• Abstract = 114