유아-교사의 갈등적 관계에 영향을 미치는 유아 및 교사변인 = (A) study on the variables affecting the confliced relationship between child and teacher

다국어 초록 (Multilingual Abstract)

Assuming that the variables of child include problematic behavior, negative emotionality, attention deficit and hyperactivity, and the variables of teachers include teacher efficacy and melancholia with the focus on the conflictive relationship between child and teachers, the purpose of this study is to investigate the influence of these variables on the conflictive relationship between child and teachers.
The participants for this research include 136 teachers in charge of 3-to-5-year-old child and 2,096 child. To measure the conflictive relationship between child and teachers, the questionnaire adapted by Lee(2001) from the source of the STRS(Student-Teacher Relationship Scale) developed by Pianta(1991) was used. Regarding the problematic behavior of child, the modified tool by Kim․Han․Hwang(2004) from the source of the PBCL(Preschool Behaviour Checklist) by McGuire․Richman(1988) was used. Regarding the negative emotionality, The low-level index from the CBQ(Child Behavior Questionnaire) by Rothbart(1996) and the ADHD rating scale (Dupaul, 1991) for teachers were used to measure negative emotionality and attention deficit & hyperactivity, respectively. To measure teacher efficacy as a variable of teachers, the modified work by Lee(1998) was used, which was translated from the STEBI (Science Teaching Efficacy Belief Instrument) by Enoches․Riggs(1990), while for melancholia, the questionnaire adapted by Lee(2005) from the source of the BDI(Beck Depression Iventory) by Beck(1967) was used, which was also used by Ko(2005).
Regarding the collected data, the mean, standard deviation, and Pearson's correlation were analyzed to examine the overall tendency of the measured variables using SPSS. The influence of the variables of child and teachers on the conflictive relationship between child and teachers was analyzed by using the HLM (Hierarchical Linear Model).
In the study outcome, firstly the conflictive relationship between child and teachers showed some meaningful difference among teachers, while the descriptive part by the difference among child outweighed that among teachers.
Secondly, from the results of the influence on the conflictive relationship between child and teachers by the variables of child including problematic behavior, negative emotionality, attention deficit and hyperactivity, it is shown that the higher variables of child caused the higher conflictive relationship between child and teachers.
Thirdly, from the results of the influence on the conflictive relationship between child and teachers by the variables of teachers including teacher efficacy and melancholia, it is shown that while the higher melancholia caused the higher conflictive relationship between child and teachers, teacher efficacy had no meaningful influence.

국문 초록 (Abstract)

본 연구의 목적은 유아-교사의 갈등적 관계에 초점을 두고, 갈등에 영향을 미치는 요인으로 유아변인은 문제행동, 부정적 정서성과 주의력결핍 및 과잉행동 성향을 설정하고, 교사변인으로 교사 효능감과 우울감을 선정하여 이러한 변인들이 유아-교사의 갈등적 관계에 미치는 영향력을 규명하는 것이다.
본 연구결과는 첫째, 유아-교사의 갈등적 관계는 교사 간에 유의미한 차이를 나타났고, 교사간의 차이에 의해 설명되는 부분보다 유아 간 차이에 의해 설명되는 부분이 많았다.
둘째, 유아변인인 문제행동, 부정적 정서성과 주의력결핍 및 과잉행동 성향이 유아-교사의 갈등적 관계에 미치는 영향을 살펴본 결과, 유아의 문제행동, 부정적 정서성과 주의력결핍 및 과잉행동 성향이 높을수록 유아-교사의 갈등적 관계가 높은 것으로 나타났다.
셋째, 교사변인인 교사 효능감과 우울감이 유아-교사의 갈등적 관계에 미치는 영향을 살펴본 결과, 교사 우울감이 높을수록 유아-교사의 갈등적 관계가 높으나, 교사 효능감은 유의미한 영향력을 미치지 않았다.

목차 (Table of Contents)

• 국문초록
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 10
• Ⅱ. 이론적 배경 11
• 1. 유아-교사관계 11
• 2. 유아-교사의 갈등적 관계에 영향을 미치는 유아 변인 14
• 1) 유아의 문제행동 14
• 2) 유아의 부정적 정서성 19
• 3) 유아의 주의력결핍 및 과잉행동 22
• 3. 유아-교사의 갈등적 관계에 영향을 미치는 교사변인 27
• 1) 교사의 효능감 28
• 2) 우울감 31
• Ⅲ. 연구방법 38
• 1. 연구대상 38
• 2. 연구도구 41
• 3. 연구절차 44
• 4. 자료 분석 45
• Ⅳ. 연구결과 및 해석 47
• 1. 측정변인의 기술통계치 47
• 2. 측정 변인들 간의 상관분석 결과 48
• 1) 유아변인간의 상관관계 48
• 2) 교사변인간의 상관관계 49
• 3. 다층모형 분석 결과 50
• 1) 무조건모형 50
• 2) 조건모형 53
• Ⅴ. 결론 및 논의 59
• 참고문헌 70
• 부 록 97
• ABSTRACT 108