보육교사가 지각한 어린이집 원장의 코칭 역량이 교사 효능감에 미치는 영향 = The Effect of Childcare Center Directors' Coaching Capability Perceived by Childcare Teachers on Teacher Efficacy

다국어 초록 (Multilingual Abstract)

In future society, a human being capable of recognizing and expressing one’s thought, feeling and opinion, and embracing others’ thoughts and sharing information mutually and creating with distinctive thinking and behavior is necessary. Therefore, it is hard to expect without inner awareness and change of value from early childhood when the basics of all personalities are formed, and because such change is obtained through learning, application of coaching to childcare site is considered useful and opportune as a new paradigm for directors of childcare centers. This study aims to look into the general tendency of director’ coaching capability and teacher efficacy, analyze difference in teacher efficacy according to sociodemographic variables and further provides helpful data for qualititative improvement of childcare center by inquiring into the correlation between coaching capability perceived by childcare teachers and teacher efficacy.


To achieve the foregoing objectives, this study established following research problems.

1. How is a general tendency of director’s coaching capability and teacher efficacy의 general tendency perceived by childcare teachers?
2. How childcare teachers’ teacher efficacy vary according
to sociodemographic variables?
3. How is the relation between director’ coaching capability과 efficacy of teacher perceived by childcare teachers?
4. How director’s coaching capability perceived by childcare teachers affect teacher efficacy?

To carry out researches on the above, this study made an analysis targeting 350 childcare teachers working at childcare center in Seoul, Gyeonggi and Chungcheongbuk-do.
As methods of analysis, this study conducted frequency analysis and calculated percentage to understand general characteristics of research objects, and calculated average and standard deviation to analyze a general tendency of director’ coaching capability and teacher efficacy. To investigate difference in teacher efficacy according to sociodemographic variables, this study also conducted independent sample T-test and one-way ANOVA, and carried out post verification(sheffe) with respect to statistically significant results. To comprehend correlation and influence between coaching capability and efficacy of teacher perceived by childcare teachers, this study calculated Pearson‘s product moment correlation and implemented regression analysis. Prior to implementation of regression analysis, this study calculated VIF(variance inflation factor) and Tolerance for the purpose of examining violation of multicollinearity which is the basic supposition of regression equation.
Summary of the results of this study is as follows.
As a result of investigating sub-factors of coaching capability in the general tendency of director’s coaching capability과 teacher efficacy의 general tendency perceived by childcare teachers in the [Research Problem 1], this study found that active listening was the highest and positive energy, interpersonal understanding and assessment, feedback, interpersonal sensitivity, insight question and effective communication followed. As for the sub-factors in childcare teachers’ teacher efficacy, basic living and ordinary childcare were the highest and class operation & management, work and constitution and teaching method came next.
As a result of investigating difference in teacher efficacy according to sociodemographic variables (age, academic ability, type of childcare center, work experience, license, marital status, position) in the [Research Problem 2], this study obtained a statistically significant result in variables of academic ability and work experience.
In academic ability, teachers with educational attainments equal to and higher than those of four-year college degrees have teacher efficacy(total score) higher than that of teachers with a high school diploma, and teachers with more than 5 years of work experience have higher teacher efficacy(total score) as compared to the teachers with work experience less than 5 years. Accordingly, it was proven that the higher the academic ability and work experience, the higher the childcare teachers’ teacher efficacy.
As a result of examining correlation between director’s coaching capability과 teacher efficacy perceived by childcare teachers in the [Research Problem 3], this study revealed that childcare teachers’ teacher efficacy gets higher with increase in the level of childcare center directors' coaching capability as director’ coaching capability and childcare teachers’ teacher efficacy showed a significant and static correlation by sub-factors.
With respect to the [Research Problem 4], this study conducted regression analysis to investigate influence of director’ coaching capability perceived by childcare teachers on teacher efficacy. As a result, interpersonal sensitivity (β=.26, p<.01) turned out to be a predictor variable in predicting efficacy of childcare teachers. The result shows that teacher efficacy is affected by interpersonal sensitivity amongst sub-factors constituting director’s coaching capability perceived by childcare teachers, and explanation power that predicts efficacy of childcare teachers marked 24.8%.
In the light of the above results, childcare center directors' coaching capability turned out to be an important variable to heighten teacher efficacy in improving the level of quality of childcare site that fosters human resources for the future, so it is necessary to provide a variety of coaching education capable of enhancing childcare center directors’ coaching capability. Directors need to get a coaching license and development of various coaching programs is also necessary, and efficacy of teacher will get higher and the quality of childcare will be improved eventually if directors’ coaching capability is improved.

목차 (Table of Contents)

• 표 목차
• 논문개요
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 8
• 1. 코칭 역량의 특징과 구성요소 8
• 2. 교사 효능감의 개념과 구성요소 22
• 3. 코칭 역량에 관한 선행연구 30
• Ⅲ. 연구방법 34
• 1. 연구대상 34
• 2. 측정도구 35
• 3. 자료분석 37
• Ⅳ. 결과 및 해석 39
• 1. 보육교사가 지각한 원장의 코칭 역량과 교사 효능감의 일반적 경향 39
• 2. 인구사회학적 변인에 따른 교사 효능감의 차이 41
• 3. 보육교사가 지각한 원장의 코칭 역량과 교사 효능감과의 관계 43
• 4. 보육교사가 지각한 원장의 코칭 역량이 교사 효능감에 미치는 영향 44
• Ⅴ. 논의 및 결론 46
• 참고문헌 53
• 부 록 62
• ABSTRACT 70