보육교사의 교육적 책무성과 반성적 사고가 직무만족도에 미치는 영향 = The Influence of Childcare Teachers' Educational Accountability and Reflective Thinking on Job Satisfaction

다국어 초록 (Multilingual Abstract)

Abstract

The Influence of Childcare Teachers' Educational Accountability and Reflective Thinking on Job Satisfaction


Submitted by : Hwang kyong ok
Academic Adviser : Chae, Young Ran


The purpose of this study is to investigate the influence of childcare teachers' educational accountability and reflective thinking on job satisfaction. Research questions to achieve this research objective are as follows.

1. What is the difference in educational accountability, reflective thinking, and job satisfaction according to the background variables of childcare teachers?
2. What is the relationship between childcare teacher's educational accountability, reflective thinking, and job satisfaction?
3. What is the effect of childcare teachers' educational accountability and reflective thinking on job satisfaction?

The subjects of this study were 297 childcare teachers in households, private sectors, corporations, work places, and national and public daycare centers located in 5 districts of Gwangju Metropolitan City. The questionnaire for measuring the educational accountability of childcare teachers was a teacher’s self-assessment scale modified by Song Ok-ran (2006) for the elementary school teacher accountability test tool developed by Yoo-jin Lee (2003). In order to measure the reflective thinking of childcare teachers, the research tool of Jinmi Kim (2017), which classified and reconstructed the reflective thinking of teachers into daily life, teaching, and learning based on the tool developed by Hajong Kim (2015), was used.To measure job satisfaction, a tool produced by Myung-Ju Lee(1984) and modified and supplemented by In-Ja Kim(2008) for early childhood teachers was used.
In order to collect the data for this study, an online and face-to-face survey was conducted from 30th of March 2020 to 20th of April 2020.
The collected data were subjected to frequency analysis, analysis of variance (ANOVA), and stepwise regression using the SPSS 22.0 statistical program.
The summary of the results of this study is as follows.
First, there was no significant difference in educational accountability and reflective thinking according to the background variables (age, institution type, class in charge, major, career, and academic background) of childcare teachers. There was no statistically significant difference in the job satisfaction of childcare teachers as a whole, but there was a significant difference according to institution type and educational background.

Second, as a result of the correlation analysis between the childcare teacher's educational accountability, reflective thinking and job satisfaction, there is a positive correlation between the childcare teacher's educational accountability and job satisfaction. It was found that there was a positive correlation between reflective thinking and job satisfaction.

Third, the results of examining the influence of childcare teachers' educational accountability and reflective thinking on job satisfaction are as follows. Bureaucratic accountability, a sub-area of ​​educational accountability and educational accountability, was found to be a predictive variable affecting job satisfaction and the sub-area of ​​job itself.
Social recognition, a sub-area of ​​job satisfaction of child care teachers, was found to be a factor influencing professional accountability. It was found that educational accountability had a significant effect on the work environment of job satisfaction, and moral accountability had a significant effect on the payoff of job satisfaction. It was found that the reflective thinking of childcare teachers had a significant effect on job satisfaction, and it was found that it had a significant effect on the work environment and remuneration, which are sub-areas of job satisfaction.

국문 초록 (Abstract)

보육교사의 교육적 책무성과 반성적 사고가 직무만족도에 미치는 영향


본 연구의 목적은 보육교사의 교육적 책무성과 반성적 사고가 직무만족도에 미치는 영향을 알아보는 것이다. 이러한 연구의 목적 달성을 위한 연구문제는 다음과 같다.

1. 보육교사의 배경변인에 따른 교육적 책무성, 반성적 사고, 직무만족도의 차이는 어떠한가?
2. 보육교사의 교육적 책무성, 반성적 사고와 직무만족도 간의 관계는 어떠 한가?
3. 보육교사의 교육적 책무성과 반성적 사고가 직무만족도에 미치는 영향은 어떠한가?

본 연구는 광주광역시의 5개구에 소재한 가정, 민간, 법인, 직장, 국공립어린이집의 보육교사 297명을 대상으로 하였다.
보육교사의 교육적 책무성을 측정하기 위한 질문지는 이유진(2003)이 개발한 초등학교 교사 책무성 검사도구를 송옥란(2006)이 유아교사용으로 수정한 교사자기평정척도를 사용하였다. 보육교사의 반성적 사고를 측정하기 위해 김하종(2015)이 개발한 도구를 기초로 교사의 반성적 사고를 일상, 교수, 학습측면으로 분류하고 재구성한 김진미(2017)의 연구도구를 사용하였다. 직무만족도를 측정하기 위한 도구는 이명주(1984)가 제작한 교사의 직무만족도 검사도구를 기초로 유아교육에 맞게 수정, 보완한 김인자(2008)의 연구도구를 사용하였다.

본 연구의 자료수집을 위해 2020년 3월 30일부터 2020년 4월 20일까지 온라인과 대면으로 설문조사를 실시하였다. 수집된 자료는 SPSS 22.0 통계 프로그램을 사용하여 빈도분석, 일원배치 분산분석(analysis of variance, ANOVA), 단계적 중다회귀분석(stepwise regression)을 실시하였다.

본 연구의 결과를 요약하면 다음과 같다.

첫째, 보육교사의 배경변인(연령, 기관유형, 담당학급, 전공, 경력, 학력)에 따른 교육적 책무성과 반성적 사고에서는 유의미한 차이는 나타나지 않았다. 보육교사의 직무만족도 전체에서는 통계적으로 유의미한 차 이가 나타나지 않았으나 근무하는 기관유형과 학력에 따른 유의 차이가 나타났다.

둘째, 보육교사의 교육적 책무성과 반성적 사고 및 직무만족도의 상관관계 에서 보육교사의 교육적 책무성과 반성적 사고, 직무만족도 간에 정 적인 상관이 있는 것으로 나타났다.

셋째, 교육적 책무성은 직무만족도에 유의미한 정적관계로 나타났다. 교육 적 책무성의 하위요인인 관료적 책무성이 직무만족도에 부적영향을 미친다고 나타났다. 보육교사의 교육적 책무성이 직무만족도의 하위 영역인 직무자체, 근무환경, 사회적인정, 보수 순으로 유의한 정적 관계로 나타났다.
보육교사의 반성적 사고가 직무만족도에 유의미한 영향을 미치고 있는 것으로 나타났다. 보육교사 직무만족도의 하위요인인 직무자체, 사회적 인정, 근무환경, 보수에 대한 회귀모형은 통계적으로 유의한 것으로 나타났다. 반성적 사고와 직무만족도와의 영향관계를 분석 한 결과 유의한 영향을 미치고 있는 것으로 나타났다. 그리고 반성적 사고의 하위요인인 교수와 직무만족도의 하위 영역인 보수와 유의한 영향을 미치고 있는 것으로 나타났다.

목차 (Table of Contents)

• 목 차
• 제 1 장 서론······································································· 1
• 제 1 절 연구의 필요성 및 목적 ········································ 1
• 제 2 절 연구문제 ························································· 5
• 제 3 절 용어의 정의 ······················································ 5
• 1. 교육적 책무성 ························································ 5
• 2. 반성적 사고 ························································· 6
• 3. 직무만족도 ··························································· 6
• 제 2 장 이론적 배경 ····························································· 7
• 제 1 절 보육교사의 교육적 책무성 ··································· 7
• 1. 보육교사의 교육적 책무성 개념 및 유형 ····················· 7
• 2. 보육교사의 교육적 책무성의 중요성···························· 13
• 3. 보육교사의 교육적 책무성관련 선행연구······················ 14
• 제 2 절 보육교사의 반성적 사고 ····································· 15
• 1. 반성적사고의 개념 ··············································· 15
• 2. 반성적 사고의 수준과 사고과정 ······························· 18
• 3. 반성적 사고 관련 선행연구 ······································ 23
• 제 3 절 보육교사의 직무만족도 ····································· 24
• 1. 보육교사의 직무 ··················································· 24
• 2. 보육교사의 직무만족도 ·········································· 28
• 3. 보육교사의 직무관련 선행연구 ·································· 34
• 제 3 장 연구방법 ······························································ 38
• 제 1 절 연구대상 ······················································· 38
• 제 2 절 연구도구 ······················································· 39
• 1. 교사의 교육적 책무성 검사도구 ································· 39
• 2. 반성적 사고 검사도구 ············································ 40
• 3. 직무만족도 검사도구 ············································ 41
• 제 3 절 연구절차 ························································· 42
• 1. 예비조사 ····························································· 44
• 2. 본 조사 ······························································· 45
• 제 4 절 자료분석 ························································· 45
• 제 4 장 연구의 결과 및 해석 ················································· 46
• 제 1 절 보육교사의 교육적 책무성과 반성적 사고 및 직무만족도에 대한 기술통계 ················································· 46
• 1. 보육교사의 교육적 책무성과 반성적 사고 및 직무만족도의 대한 기술 통계 ·················································· 46
• 2. 보육교사의 배경 변인에 따른 교육적 책무성, 반성적 사고, 직 무만족도의 차이···················································· 47
• 제 2 절 보육교사의 교육적 책무성, 반성적 사고와 직무만족도 간의
• 상관관계 ························································· 50
• 1. 보육교사의 교육적 책무성과 직무만족도 간의 상관관계 ······ 50
• 2. 보육교사의 반성적 사고와 직무만족도 간의 상관관계 ········ 52
• 제 3 절 교사의 직무만족도에 대한 교육적 책무성과 반성적 사고의
• 영향력 ··························································· 53
• 1. 보육교사의 교육적 책무성이 직무만족도에 미치는 영향 ······ 54
• 2. 보육교사의 반성적 사고가 직무만족도에 미치는 영향 ········ 57
• 제 5 장 결론 및 논의 ·························································· 60
• 참고문헌 ··········································································· 63
• 부록 ················································································ 73
• Abstract ··········································································· 81