보육교사의 교사효능감과 코칭역량이 교사-유아 상호작용에 미치는 영향 = Teacher Efficacy in Teachers and Coaching Competencies Teacher-Infant Interaction Effects

다국어 초록 (Multilingual Abstract)

In this study, high-quality child care teachers themselves constantly required at the time of the professionalism of teachers and teacher efficacy is a key factor, and the resulting coaching competencies awareness teacher-infant interactions to investigate how it affects. Teachers in this study the teacher's teacher efficacy and coaching skills - toddler to learn that there is a relationship between the interaction to increase teacher efficacy and coaching that emphasizes the role of teachers in the field of child care and job training curriculum upgrades Coaching in the interaction must be educated as to be able to provide important implications to think.
Depending on the purpose of this study the following research questions were set.
First, the teacher efficacy of teachers, coaching skills, teacher-infant interaction and the perceived level of teacher efficacy according to demographic variables defined, coaching skills, teacher-infant interaction is investigated for the difference.
Second, teacher efficacy, coaching skills, teacher-infant interaction to investigate the relationship between. Third, teacher efficacy, and teacher coaching competence - infant interactions To evaluate the impact.
A city in Gyeonggi-do, in this study the national and public, private and corporate / other childcare centers in the 3-5 year-old infants and teachers in classroom 300 people were included in the study. Self-report questionnaire to fill out directly on the frequency analysis and calculate the percentage of the mean and standard deviation, independent sample T test and ANOVA (one-way ANOVA) and post hoc (DUNCAN), Pearson's product-moment correlation coefficients and hierarchical regression analysis was performed.
The results of this study are as follows.
First, Child Care the teacher's teacher efficacy, coaching competencies, and teachers - toddler of the interaction a general recognize the level, two to average over high, appeared usually more than the level recognize and that the appeared. Efficacy teachers ‘caring', ‘work environment and configuration', ‘Professor', ‘class operations management' was higher in the order, the positive energy coaching skills, interpersonal sensitivity, understanding, and the other, effective communication, active listening, insight questions, feedback was higher in the order of teacher-infant interaction in the ‘emotional interaction', ‘behavioral interaction', ‘verbal interaction' awareness level was higher in the order.
Second, the demographic variables of teachers according to the age when the difference between teacher efficacy, of education, experience, type of institution in the results showed no significant age 20, rather than the more than 40, more than four-year college graduate the more the education, teachers with more than 5 years of experience efficacy, respectively. Statistical differences according to the type of work in the private sector than the nursery teachers in Corporate / Other, national and public nursery teacher working in a higher teacher efficacy. The difference between coaching skills in the career and institution types showed significant results with more than 5 years of experience, Corporate / Other, national and public nursery teacher working in a coaching capacity was higher teacher-infant interaction in the career of the difference and in the type of institution showed significant results less than one year, less than two years of experience with the newly appointed teachers and corporate / Other of teachers working in day care teacher-infant interactions, there was no significant results.
Third, teacher efficacy, and teacher and coaching skills - Learn about the relationship between infant interaction variables between each of the results showed that the positive correlation. Teacher efficacy and teacher competency coaching - toddler learn about the effects of the interaction of this teacher efficacy results of the teacher-infant interaction coaching skills was also a significant impact on teacher-infant interaction was different in that there is a significant effect.
These results view, low birth rate, coupled with the future human resources raised that day care the quality of the height an important variable, teachers their teacher efficacy appreciated if teacher-infant interaction have a positive effect predict that can. The teacher-infant interaction and shows a significant correlation between the increase coaching skills if teacher-infant interaction to have a positive effect can be expected.
These results teacher efficacy the importance suggests. The young teachers of infants and child care, education and training activities throughout the teacher's teacher efficacy feeling, that feeling about his competence, efficacy, and confidence highly appreciated if the teacher-infant interaction affects infants in the high-their interaction with the high quality will be able to lead.
Teacher-Infant Interaction in the teacher's role is important because it affects the government and the day care center director to enhance teacher efficacy in teachers giving actively ensure interaction should be supported. In addition, teacher efficacy and teacher competency coaching - have a positive impact on infant interaction based on the results of the study indicate the quality of care for infants and to provide better interaction for the purpose that the duties of teachers and upgrade educational curriculum teachers in the process that can increase the capacity of the coaching Coaching provides training, if the interaction of the teacher efficacy interaction with teachers, two teachers, improve all aspects of the nursery education in the classroom with the girl shown in the effect on the enthusiasm of teachers are expected to represent.
The teachers' qualitative and quantitative teacher education and training programs to improve the development and ongoing support is required, teacher training

목차 (Table of Contents)

• 표목차
• 논문개요
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경7
• 1. 보육교사의 교사효능감 7
• 2. 교사-유아 상호작용 13
• 3. 보육교사의 코칭역량 19
• 4. 교사효능감과 교사-유아 상호작용, 코칭역량에 관한 선행연구 26
• Ⅲ. 연구방법 29
• 1. 연구대상 29
• 2. 연구도구 32
• 3. 자료분석 35
• Ⅳ. 결과 및 해석 36
• 1. 보육교사의 교사효능감, 코칭역량, 교사-유아 상호작용에 대한 인식수준 36
• 2. 사회인구학적 변인에 따른 교사효능감, 코칭역량, 교사-유아 상호작용의 차이 38
• 3. 교사효능감과 코칭역량이 교사-유아 상호작용에 미치는 영향 53
• Ⅴ. 논의 및 결론 57
• 참고문헌 65
• 부 록 70
• ABSTRACT 80