유아교사의 정서지능, 회복탄력성, 그릿이 교사-유아 상호작용에 미치는 영향 = The Effects of Emotional Intelligence, Resilience and Grit of Early Childhood Teachers on Teacher-Child Interaction

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of emotional intelligence, resilience and grit of early childhood teachers on teacher-child interaction. Through our results, we sought to find a way to effectively enhance the teacher-child Interaction and contributed to improving the quality of early children's education. The research issues selected according to these research objectives are as follows:
1. How is the general trend of emotional Intelligence, resilience, grit, and teacher-child Interaction of early childhood teachers?
2. How is the relationship between emotional Intelligence, resilience, grit, and teacher-child Interaction of early childhood teachers?
3. How are the influences of emotional intelligence, resilience and grit of early childhood teachers on teacher-child interaction?
This study distributed 350 questionnaires from July 27 to August 14, 2020 to early childhood teachers working at kindergartens and daycare centers in Gyeongsangnam-do, and 341 copies were used for analysis, excluding 9 copies of unfaithful responses. The tool used to measure emotional Intelligence test developed by Im Jeon-ok (2014), resilience test developed by Park Ji-eun(2020), girt test developed by Cha Hwa-yeon(2019), and teacher-child Interaction test developed by Lee Jeong-Suk(2003).
For the data analysis using the SPSS 25.0 program, firstly, frequencies and percentages were calculated to figure out general characteristics of the research subjects. Second, the Cronbach’ ⍺ coefficients were calculated to verify the reliability of the questionnaires used in the research tools. Third, in order to figure out general characteristics and differences of emotional Intelligence, resilience, grit, and teacher-child Interaction of the research subjects, descriptive statistical analysis, one-way ANOVA and Scheffé test for post-hoc analysis were conducted. Fourth, Pearson's correlation coefficient was calculated to figure out the relationship between emotional Intelligence, resilience, grit, and teacher-child Interaction, and hierarchical regression analysis was done to analyze the influences of the variables affecting interactions between early childhood teachers and children.
The results in the study are summarized as follows:
First, early childhood teachers' emotional Intelligence, resilience, grit, and teacher-child Interaction had statistically significant differences depending on teachers' work place types, ages of children in the class in charge, and average working time of teachers of general characteristics of the research subjects. It implies that it is more necessary to improve treatments including improving teachers' work conditions or adjusting ratio between teachers and children, or shortening work time.
Second, interactions between teachers and children had higher static correlations with self mood awareness and other's mood awareness, emotional utilization, and emotional adjustment. which are sub-elements of emotional intelligence. Accordingly, emotional intelligence had important influences on interactions between teachers and children, and in order to raise quality of interactions between teachers and children, teachers should aware moods of their own and others, and make efforts to emotional capabilities for utilizing and adjusting them depending on situations. Interactions between teachers and children had static correlations with self-adjustment, positiveness, interpersonal abilities, which are sub-elements of resilience. Therefore, resilience had important influences on interactions between teachers and children, and teachers' abilities to adjust themselves, think positively and form positive interpersonal relationships would positive effects on interactions with toddlers, and it is necessary to develop various training and education programs for promoting resilience. Interactions between teachers and children had higher static correlations with passion, tenacity and perseverance of interest, which are sub-elements of grit. Therefore, GRIT has important influences on interactions between teachers and children, and it implies that teachers' attitude to serve their works with passion, not to give with tenacity, and to develop themselves consistently for their own interests and concerns leads to raise their interactions with children to higher level. Therefore, more study on grit needs to be done.
Third, the variables having huge influences on interactions between teachers and children were average working time of teachers and perseverance of interest, one of sub-elements of grit, and the influences of teachers with over 10 hours of average work time were highest. It implies that teachers, even though they are working in early children's educational institutions for longtime, make efforts for effective interactions with them without losing concerns and passions for early childhood education.
Through the study results, it is confirmed that early childhood teachers' emotional Intelligence, resilience, and grit have important influences on interactions between teachers and children, and it also implies that it is necessary to develop teachers' capabilities such as emotional intelligence and resilience for promoting effective interactions between teachers and children in the actual educational scenes.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경 7
• 1. 정서지능 7
• 1) 정서지능의 개념 7
• 2) 정서지능 관련 선행연구 10
• 2. 회복탄력성 11
• 1) 회복탄력성의 개념 11
• 2) 회복탄력성 관련 선행연구 15
• 3. 그릿 17
• 1) 그릿의 개념 17
• 2) 그릿 관련 선행연구 21
• 4. 교사-유아 상호작용 23
• 1) 교사-유아 상호작용의 개념 23
• 2) 교사-유아 상호작용 관련 선행연구 26
• Ⅲ. 연구방법 29
• 1. 연구대상 29
• 2. 연구도구 30
• 3. 연구절차 34
• 4. 자료처리 36
• Ⅳ. 연구결과 37
• 1. 유아교사의 정서지능, 회복탄력성, 그릿, 교사-유아 상호작용의 일반적 경향 37
• 1) 유아교사의 정서지능의 일반적 경향 및 차이 37
• 2) 유아교사의 회복탄력성의 일반적 경향 및 차이 43
• 3) 유아교사의 그릿의 일반적 경향 및 차이 49
• 4) 교사-유아 상호작용의 일반적 경향 및 차이 54
• 2. 유아교사의 정서지능, 회복탄력성, 그릿, 교사-유아 상호작용의 관계 60
• 3. 유아교사의 정서지능, 회복탄력성, 그릿이 교사-유아 상호작용에 미치는 영향 63
• Ⅴ. 논의 및 결론 66
• 1. 논의 66
• 2. 결론 및 제언 71
• 참 고 문 헌 74
• 부 록 87