가정보육시설 평가인증 후 보육교사 인식과 직무만족 및 교수효능감 = The understandings, job satisfaction and teaching efficacy of the teachers after being accredited

다국어 초록 (Multilingual Abstract)

Child Care Facilities Accreditation System serves as a device for quality improvement in child care facilities, which help to bring up children in healthy and desirable manners. This paper aims to study significant contributions of the above mentioned accreditation system to higher quality child care services, and to verify the understandings, job satisfaction and self-efficacy in teaching of the employees of accredited home-based child care facilities for further specialization of the system.

The subjects of this research have been selected to approach practical sampling of home-based child care facilities. Finally, 270 questionnaires are collected and used as data. The collected data are analyzed through SPSS(Statistical Package for the Social Science) WINDOWS 12. 0.

Firstly, 'Frequency Analysis' is employed.

Secondly, all measurement tools are classified into fields, and the 'Cronbach's alpha value' is calculated to secure validity of the measurement tools employed.

Thirdly, 'Independent t-test' and 'One-Way ANOVA' are employed. If significant differences existed, Scheffe's new Multiple Range Test is also employed after One-Way ANOVA.

Fourthly, 'Pearson's Correlation Analysis' is employed. The probing questions and the conclusion of this study are as follows:

Firstly, regarding recognition of the teachers of accredited facilities after being accredited, the participants' confidence and systemicity of facility operation is enhanced by joining accreditation process, with the pride of passing it. The level of respect for teachers is also heightened. Conclusively, the overall recognition of the employees in the accredited facilities is shown to be higher than that of the employees in non-accredited facilities.

Secondly, regarding how much the teachers are satisfied with his or her job after joining accreditation process, it is shown that Child Care Facilities Accreditation System helps the employees raise their satisfaction with their job. In conclusion, accreditation system affects the employee's satisfaction with the job.

Thirdly, regarding the teaching efficacy of the teachers affected by the accreditation process, personal teaching efficacy, as a psychological quality, is shown to affect the overall quality of child care, and that the quality of facilities is connected with teachers' teaching efficacy in relation with accreditation system.

Fourthly, regarding the relations between job satisfaction and teaching efficacy of the teachers after the accreditation process, it is demonstrated that the employees' job satisfaction has significantly affecting correlations with personal teaching efficacy.

In conclusion, recognition of the teachers of accredited facilities, after being accredited, is shown higher than that of the teachers of non-accredited facilities. The process also drives the teachers' satisfaction to a higher level. Moreover it is shown that teaching efficacy of the teachers is related to the qualities of Child Care Facilities statically. More studies are to be done to attract participations from non-accredited facilities.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• Ⅱ. 이론적 배경 5
• 1. 평가인증과 가정보육시설의 인식 5
• 1) 평가인증제도의 개념 및 목적 5
• 2) 가정보육시설의 평가인증 현황 7
• 2. 보육교사의 직무만족 10
• 1) 보육교사 직무만족의 개념 10
• 2) 보육교사 직무만족의 중요성 11
• 3) 보육교사 직무만족에 영향을 미치는 변인 12
• 3. 보육교사의 교수효능감 15
• 1) 보육교사 교수효능감의 개념 15
• 2) 보육교사 교수효능감 수준에 따른 교사의 차이점 17
• 3) 보육교사 교수효능감에 영향을 미치는 변인 19
• 4. 평가인증에 관한 선행연구의 고찰 21
• Ⅲ. 연구방법 24
• 1. 연구대상 24
• 2. 연구도구 26
• 1) 보육교사 인식 측정도구 26
• 2) 보육교사 직무만족 측정도구 26
• 3) 보육교사 교수효능감 측정도구 28
• 3. 자료 분석 방법 28
• Ⅳ. 연구 분석 결과 30
• 1. 평가인증통과 후 가정보육시설 종사자 인식 30
• 1) 평가인증통과 후 가정보육시설 종사자의 인식 30
• 2) 평가인증통과 후 연령에 따른 인식 차이 32
• 3) 평가인증통과 후 학력에 따른 인식 차이 33
• 4) 평가인증통과 후 근무 경력에 따른 인식 차이 35
• 5) 평가인증통과 후 학급 수에 따른 인식 차이 36
• 6) 평가인증통과 후 담당 원아 수에 따른 인식 차이 37
• 2. 평가인증통과 후 가정보육시설 종사자의 직무만족 39
• 1) 평가인증통과 후 가정보육시설 종사자의 직무만족 39
• 2) 평가인증통과 후 연령에 따른 직무만족 차이 40
• 3) 평가인증통과 후 학력에 따른 직무만족 차이 41
• 4) 평가인증통과 후 근무 경력에 따른 직무만족 차이 42
• 5) 평가인증통과 후 학급 수에 따른 직무만족 차이 43
• 6) 평가인증통과 후 담당 원아 수에 따른 직무만족 차이 44
• 3. 평가인증통과 후 가정보육시설 종사자의 교수효능감 45
• 1) 평가인증통과 후 가정보육시설 종사자의 교수효능감 45
• 2) 평가인증통과 후 연령에 따른 교수효능감 차이 45
• 3) 평가인증통과 후 학력에 따른 교수효능감 차이 46
• 4) 평가인증통과 후 근무경력에 따른 교수효능감 차이 47
• 5) 평가인증통과 후 학급 수에 따른 교수효능감 차이 47
• 6) 평가인증통과 후 담당 원아 수에 따른 교수효능감 차이 48
• 4. 평가인증통과 후 직무만족, 교수효능감의 관계 48
• Ⅴ. 논의 및 결론 49
• 참고문헌 51
• 부록 56
• Abstract 69