유아리더십이 사회적 유능감에 미치는 영향 = Effects of Children’s Leadership Skills on Social Competency

국문 초록 (Abstract)

국문초록

유아리더십이 사회적 유능감에 미치는 영향


유아교육전공 신 수 원
지 도 교 수 이 경 화


21세기 들어 세계화, 정보화와 같은 급속한 사회의 변화와 치열한 경쟁체제가 가속화됨에 따라 각 개인이 사회에 적응하는데 필요한 능력을 어린 시절부터 유아교육기관에서 생활하는 유아에게도 적용되고 있으며, 이에 따라 유아들이 함께 생활하는 또래 및 교사와 원활한 대인관계를 형성하는 능력을 지도하는 것이 중요하다. 이에 따라 최근 유아들이 자신이 속한 사회 구성원으로서 잘 적응하는 능력인 사회적 유능감을 증진시킬 필요성이 증대하고 있다.
본 연구는 이러한 유아의 사회적 유능감 증진 방안의 일환으로 유아의 리더십과 유아의 사회적 유능감에 관심을 가졌다. 개인이 공통된 목표를 이루기 위해 소속된 조직에 영향을 주는 리더십 작용으로 유아의 사회적 유능감 역시 증진시킬 수 있을 것이라는 가정 하에 이를 검증하고자 하였다.
이러한 연구목적에 따라 본 연구는 서울, 인천, 경기지역에서 만 5세 유아를 담당하고 있는 교사를 대상으로 총 300부의 설문지를 통해 조사한 결과 자료 분석은 집단 간 차이를 보기 위하여 t-test, oneway ANOVA(일원분산분석) 방법을, 유아 리더십과 사회적 유능감 간의 관계를 알아보기 위하여 상관관계분석을 사용하였다.
본 연구를 통해 나타난 결과를 연구문제에 따라 제시하면 다음과 같다.
첫째, 유아의 리더십 및 유아의 사회적 유능감을 유아의 성별에 따라 알아본 결과, 통계적으로 의미 있는 차이를 보이고 있다. 즉, 여아가 남아보다 리더십, 사회적 유능감 점수가 더 높은 것으로 나타났다.
둘째, 유아리더십과 사회적 유능감 간의 상관관계를 분석한 결과는 통계적으로 유의미한 차이를 보이는 것으로 나타났다. 리더십과 사회적 유능감의 총점 및 대부분 하위요인 간에도 통계적으로 유의미한 높은 정적 상관이 있는 것으로 나타났다. 즉, 사회적 유능감의 정서성을 제외한 모든 하위요인과 모든 리더십 하위요인 간에는 높은 정적 상관을 보이고 있다.
셋째, 유아의 리더십 수준에 따른 사회적 유능감은 통계적으로 유의미한 차이를 보였다. 즉, 리더십 수준이 높은 집단일수록 사회적 유능감이 높은 것으로 나타났다.
결론적으로 본 연구에서는 유아의 리더십이 유아의 사회적 유능감에 미치는 영향이 크다는 것이 입증 되었다. 따라서 본 연구에서 나타난 결과를 통하여 유아의 리더십을 향상시키는 유아 리더십 교육프로그램을 통하여 유아의 사회적 유능감을 증진 시킬 수 있다는 교육적 시사점을 가질 수 있다.

다국어 초록 (Multilingual Abstract)

Abstract

Effects of Children’s Leadership Skills
on Social Competency

Soo-Weon Shin
Major in Early Childhood Education
Graduate School of Education
Soongsil University
Supervised by Professor Kyung-Hwa Lee

As the increasing emphasis on glottalization and information continues to change society at a rapid pace and to increase competition in the twenty-first century, today’s education even for preschoolers involves education of various social skills that children require in order to adapt to the evolving society. Accordingly, it is important that children be encouraged to cultivate skills to form good interpersonal relations with their peers and teachers from young age.
This study, inspired by the need to help children increase their social competency, focuses on the correlation between children’s leadership skills and their social competency. In doing so, this study largely assumes and intends to prove that leadership effects, which are essential to the survival of an organization or a community to which an individual belongs with other individuals in the pursuit of common goals, would contribute to improving children’s social competency skills as well.
A total of three hundred questionnaires were distributed to teachers teaching five-year-old children in preschools across the Seoul-Incheon-Gyeonggi region. In order to determine the differences between the groups, the collected data were given a t-test as well as an F-test. In order to determine the relationship between children’s leadership skills and their social competency, a correlation analysis was also conducted.
The findings of this study can be summarized as follows.
First, gender appears to play a statistically significant role in affecting children’s leadership skills and social competency. In other words, girls scored better than boys in terms of both leadership skills and social competency.
Second, there appears to be a statistically significant correlation between children’s leadership skills and their social competency. Statistically significant and qualitative correlations were found between the two factors not only in terms of the overall scores, but also in most of the sub-factor categories. More specifically, all sub-factors of social competency except sensibility showed relatively high degrees of qualitative correlation with the sub-factors of leadership.
Third, children’s social competency appears to depend on their leadership skills to a statistically significant extent. In other words, the higher the degrees of the child’s leadership skills, the more competent he or she tends to be socially.
In conclusion, this study has established findings that children’s leadership skills tend to affect their social competency. The most important implication of this study, from the perspective of education, is that children’s leadership program that helps children learn and improve their leadership skills can also help them improve their social competency.

목차 (Table of Contents)

• 목 차
• 국문초록·······························································································ⅳ
• ABSTRACT·························································································ⅵ
• Ⅰ.서론 ··································································································1
• 1.연구의 필요성 및 목적 ····································································1
• 2.연구 문제 ···························································································6
• 3.용어의 정의························································································7
• Ⅱ.이론적 배경 ·····················································································8
• 1.리더십의 개념 ···················································································8
• 1) 리더십의 정의 ·················································································8
• 2) 리더십의 이론 ···············································································12
• 2.유아의 리더십··················································································17
• 1) 유아 리더십의 개념 ······································································16
• 2) 유아 리더십의 발달 ······································································19
• 3.유아의 사회적 유능감 ····································································23
• 1) 사회적 유능감의 개념 ··································································23
• 2) 유아의 사회적 유능감 발달 ·························································26
• 4.유아 리더십과 유아의 사회적 유능감 ·········································31
• Ⅲ.연구방법 ························································································33
• 1.연구대상 ··························································································33
• 2.연구도구 ··························································································33
• 1) 유아 리더십 체크리스트·······························································33
• 2) 유아의 사회적 유능감 척도··························································34
• 3.연구 절차 ·························································································37
• 4.자료 분석 ·························································································38
• Ⅳ.연구결과 ························································································39
• 1.유아 성별에 따른 유아 리더십과 유아의 사회적 유능감의 차이···············································································································39
• 2.유아 리더십과 유아의 사회적 유능감 간의 상관관계················40
• 3.유아 리더십 수준에 따른 유아의 사회적 유능감························43
• Ⅴ.논의 및 결론 ··················································································46
• 1.논의 ··································································································46
• 2.결론 및 제언 ····················································································48
• 참고문헌·······························································································50
• 부 록··································································································57
• 표 목 차
• <표 Ⅲ-1>유아 리더십 측정도구 하위요인별, 문항 수 및 신뢰도················································································································35
• <표 Ⅲ-2>유아의 사회적 유능감 측정도구 하위요인, 문항수 및 신뢰도···································································································37
• <표 Ⅳ-1>성별에 따른 유아 리더십 ···············································39
• <표 Ⅳ-2>성별에 따른 유아의 사회적 유능감 ······························40
• <표 Ⅳ-3>유아 리더십과 유아의 사회적 유능감 과의 관계 ·······41
• <표 Ⅳ-4>유아 리더십 수준······························································44
• <표 Ⅳ-5>유아의 사회적 유능감 수준············································44
• <표 Ⅳ-6>유아 리더십수준에 따른 사회적 유능감 ······················46