아동의 교사지지 지각과 행동문제에 관한 연구 = (A) Study on Perceived Teacher Supports and Behavior Problems of Children

다국어 초록 (Multilingual Abstract)

This study examined that there are some differences between belief on a teacher and troubled behavior of children according to level of parents' educational background, father's job, mother's employment, life level of the home, and the gender and age of the children. And also examined how much the children could change their behavior according to the recognition on their teachers.
This study was performed on one hundred sixty elementary school students, fourth and sixth graders, and their parents of a elementary school in Jeonju. A previous tool of Han, Mi-hyun(1996) was the measure for belief on a teacher, and it was used to measure the troubled behavior of children, the tool was restructured for Korean social and cultural situation after the propriety and reliance were tested.
The main results of the study are as follows.
First, the general belief on teachers of children was 27.13 and the figures indicates they have higher level than average level. The figure of troubled behavior of children was 78.55, and it is very high level and it means they have some problems on the matter of troubled behaviors. The rest of the troubled behaviors also indicated that they have many problems in the subordinate categories of the troubled behaviors. It was above average level, so the study could find out the children have serious problem on their behaviors.
Second, the study found that the children showed different level of belief on their teacher according to parents' education degree, their jobs, and monthly income. The children whose parents graduated from a university, jobs are office workers or management jobs, and income is high, had strong belief on their teachers.
Third, the recognizing level of the children on their teachers had no difference in their gender and age.
Fourth, the study could find out that the children showed significant differences according to the parents' educational level, jobs, and their income. The children whose parents graduated from a high school, job is commercial or service field, income is low, in that case, they showed high troubled behaviors.
Fifth, the troubled behavior of the children according to the personal characteristics was higher in female students, but there is no difference in age.
Sixth, the troubled behavior of the two groups of students, one has strong belief on their teachers, and the other has low belief on their teachers showed also different behaviors in their troubled behaviors and also in the subordinate categories of their general behaviors.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 사회적 지지로서의 교사지지 = 7
• 1) 교사지지의 과정 및 효과 = 8
• 2) 교사지지에 대한 아동의 지각 = 11
• 2. 아동기 행동문제 = 13
• 1) 행동문제의 유형 = 14
• 2) 아동의 행동문제에 영향을 미치는 관련 변인 = 16
• 3. 아동의 교사지지 지각과 행동문제 = 17
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 연구 도구 = 19
• 1) 아동의 교사지지 지각 척도 = 20
• 2) 아동의 행동문제 척도 = 21
• 3. 연구 절차 = 21
• 4. 자료 분석 = 22
• Ⅳ. 결과의 해석 및 논의 = 23
• 1. 조사대상자의 일반적 특성 = 23
• 2. 아동의 교사 지지 지각 및 행동문제의 전반적 경향 = 24
• 3. 가정환경특성변인에 따른 아동의 교사지지 지각 = 25
• 4. 개인배경특성변인에 따른 아동의 교사지지 지각 = 27
• 5. 가정환경특성변인에 따른 아동의 행동문제 = 28
• 6. 개인배경특성변인에 따른 아동의 행동문제 = 30
• 7. 교사지지 지각수준에 아동의 행동문제 = 31
• Ⅴ. 결론 및 제언 = 33
• 1. 결론 = 33
• 2. 제언 = 35
• 참고문헌 = 38
• 부록 = 43
• ABSTRACT = 49