보육지원체계 개편에 따른 근무환경 및 개인특성이 보육교사의 전문성 및 보육효능감 향상에 미치는 영향

다국어 초록 (Multilingual Abstract)

In this study, we will identify whether the working environment of childcare teachers has improved, such as the reduction of face-to-face childcare hours since the reorganization of the childcare support system, in an effort to determine the effect of the improvement of the childcare support system.
After the reorganization of the childcare support system, we examined whether securing preparation and administrative hours for childcare the next day and ensuring recesses improved childcare teacher expertise and childcare efficacy.
In addition, after the reorganization of the childcare support system, we examined whether the working environment and individual characteristics affect the efficacy of childcare and the their expertise played a role in this process.
The survey was conducted on 170 childcare teachers working at nurseries located in Seoul-Dongjakgu, Busan-Dongraegu, Jeonnam-Yeosucity, Gyenggi-Yangpyeonggun, who participated in a pilot project to reorganize the childcare support system, The number of survey respondents used in the final analysis was 170.
A summary of this study’s results is as follows.
First, it was found that after the reorganization of the childcare support system, the length of face-to-face childcare hours, the preparation time for childcare the next day, and overtime hours per week were all recognized as improvements.
Second, the placement of assistant teachers or extended-level dedicated teachers and the provision of teachers’ room or separated rest area, which are parts of the working environment of the childcare teachers, are irrelevant with the childcare teacher's professionalism and childcare efficacy.
Third, it was found that the eligibility type of childcare teacher makes differences in the professionalism of childcare teachers. Childcare teachers who are qualified as "ledgers" showed the highest level of their professionalism and childcare efficacy.
Fourth, the higher the "support and leadership of the ledger" of the workplace factors are, the more childcare teachers’ expertises are improved. And the higher the childcare teachers’ "communication ability"s of the individual characteristic factors are, the higher their professionalism is.
Fifth, it was found that the higher the childcare teachers’ "communication ability"s of the individual characteristic factors are, the higher their childcare efficacy is.
Finally, in the relationship between the support and leadership of the director and the childcare efficacy, it can be said that the childcare teacher expertise is fully mediated, and the communication skills of the childcare teachers affect the childcare efficacy through professionalism. The relationship between the childcare teachers’ communication skills and the childcare efficacy can be noted that the childcare teacher's expertise is part of the medium.
Based on the following results of the study, we make policies and action suggests as follows:
First, in order for childcare teachers to have a high childcare efficacy in the childcare, the policy support and environmental development to improve communication skills are more important than any other factors.
Second, the improvements of the ledger's awareness to ensure more than an hour of rest time are needed above all. Also, the efforts of government to decrease the "excessive administrative work" are necessary, which is pointed out as a common cause.
Third, there is an institutional need for policies to improve the director's awareness, and further education to improve the director's support and leadership.
Finally, it is necessary to share the best practices for utilizing the next day's childcare preparation hours, providing a guide or manual.

목차 (Table of Contents)

• 제1장 서 론 1
• 제1절 연구 필요성 및 목적 1
• 제2절 연구문제 5
• 제2장 이론적 배경 6
• 제1절 보육과 보육교사의 근무환경 6
• 1. 보육과 보육교사 6
• 2. 영유아보육법 7
• 3. 보육지원 체계의 변화 8
• 제2절 보육효능감 12
• 1. 보육효능감의 정의 및 중요성 12
• 2. 보육효능감 관련 요인 16
• 제3절 보육교사의 전문성 26
• 1. 보육교사의 전문성의 정의 및 중요성 26
• 2. 보육교사의 전문성 관련 요인 28
• 제4절 보육교사의 전문성과 보육효능감 31
• 제3장 연구모형 및 연구가설 34
• 제1절 연구모형 34
• 제2절 연구문제 및 가설 35
• 제4장 연구방법 37
• 제1절 연구대상 37
• 제2절 측정도구 38
• 제3절 자료분석 43
• 제5장 연구결과 44
• 제1절 연구 대상자 44
• 1. 조사대상자의 일반적 특성 44
• 2. 조사대상자의 근무특성 46
• 3. 보육지원 체계 개편 이후 보육교사의 근무환경 48
• 제2절 보육교사의 전문성과 보육효능감에 영향을 미치는 요인 53
• 1. 주요변수의 기술통계 및 상관관계 53
• 2. 보육교사의 근무환경 및 개인특성에 따른 차이 분석 54
• 3. 근무환경과 개인특성이 보육교사의 전문성과 보육효능감에 영향을 미치는 요인 56
• 제3절 근무환경 및 개인특성과 보육효능감 관계에서 보육교사 전문성의 매개효과 58
• 1. 주요변수들 간의 구조적 관계 58
• 2. 매개효과 검증 60
• 제6장 결론 및 제언 62
• 제1절 연구결과 요약 및 논의 62
• 제2절 함의 66
• 1. 연구의 이론적 함의 66
• 2. 정책 및 실천 제언 69
• 제3절 후속연구를 위한 제언 71
• 참고문헌 72
• 설문지 76