유아교사의 그릿과 교수효능감이 교사-유아 상호작용에 미치는 영향

김선옥(Sunok Kim),이시자(Sija Lee) 협성대학교 교양학연구소 2024 교양학연구 Vol.11 No.1

본 연구는 유아교사의 그릿과 교수효능감이 교사-유아 상호작용에 미치는 영향을 분석하기 위해 수행되었다. 이를 위해 연구자는 경인 지역과 서울시에 소재한 유아교육기관에 재직 중인 3세∼5세 담임 329명을 대상으로 교사-유아 상호작용, 교수효능감, 그릿을 측정하였다. 수집된 자료는 SPSS 21.0 통계 프로그램을 이용해 측정도구의 Cronbach’s α 계수를 산출한 후, Pearson의 상관분석 및 회귀분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 유아교사의 그릿, 교수효능감 및 교사-유아 상호작용 간에는 통계적으로 유의미한 정적 상관관계가 있는 것으로 나타났다. 둘째, 교사-유아 상호작용 중 정서적, 언어적 상호작용에는 그릿의 하위 요인(열정, 끈기, 흥미지속) 모두와 교수효능감 중 일반적 교수효능감이 영향을 미치는 요인으로 조사되었으며, 행동적 상호작용에는 그릿의 하위요인들만이 영향을 미치는 것으로 나타났다. The purpose of this study was to examine the effects of early childhood teachers’ grit and teaching efficacy on teacher-child interaction. To this end, a survey was conducted on 329 early childhood teachers working in kindergartens and daycare centers located in S, I-city, and G province. To validate the reliability of the measurement tools used in this study, Cronbach's α was calculated, and Pearson's correlation analysis and simultaneous regression analysis were conducted. The results are as follows. First, statistically significant positive correlations were shown between early childhood teachers’ grit, teaching efficacy and teacher-child interaction. Second, both all sub-categories of grit, i.e, desire, endurance and interest maintenance, and general teaching efficacy had significantly positive effects on emotional and linguistic teacher-child interaction, while only all sub-categories of grit showed significantly positive effects on behavioral teacher-child interaction.

어머니의 양육행동 및 완벽주의가 유아의 문제행동에 미치는 영향

강효진 ( Kang Hyojin ),이시자 ( Lee Sija ) 미래유아교육학회 2021 미래유아교육학회지 Vol.28 No.3

The purpose of this study was to examine how mothers’ parenting behavior and perfectionism influence the problem behavior of their children. To this end, 197 mothers of 4- to 5-year-olds who were registered in early childhood education institutions located in Gyeongin area were surveyed. The collected data were analysed by descriptive statistics, correlation coefficient, and hierarchical multiple regression using SPSS 22.0. The results of the study were as follows. There was a meaningful correlation between mothers’ perfectionism, parenting behavior, and children’s problem behavior of their children. Mothers’ overprotection and authoritative control in parenting behaviors were found to affect the children’s problem behavior. However, mothers’ perfectionism, which is a mother’s personality trait, was not found to affect the children’s problem behavior. This study will hopefully help us draw important suggestions that can be used in working out a preventive plan to reduce infantile problem behaviors and a basic guidance for parent education on promoting mothers’ proper parenting behaviors.

유아교사의 성격특성이 교수창의성에 미치는 영향에서 놀이성의 매개효과

김어진 ( Kim Eojin ),이시자 ( Lee Sija ) 미래유아교육학회 2022 미래유아교육학회지 Vol.29 No.4

The purpose of the study was to investigate the mediating effects of early childhood teacher’s playfulness on the relationship between teachers’ personality traits and instructional creativity. This study surveyed 321 teachers working at early childhood institutions in the Kyeonggi-do and Incheon Metropolitan area. The collected data were analyzed using the SPSS 25.0 program. The results were as follows. First, there were statistically significant correlations in all cases among the personality characteristics, instructional creativity, and playfulness of teachers. It also suggested a close correlation between each subfactor. Second, it was found that the teachers’ playfulness had mediating role on the relationship between the personality traits and instructional creativity. In the effects of subfactors of openness, conscientiousness, extroversion, agreeableness, neuroticism on instructional creativity, teachers’ playfulness played partial mediating role, whereas in the effects of extroversion, playfulness played completely mediating role. In addition, the significance of the medium path was verified through Sobel test. Therefore, it is recommended to cultivate and support teachers’ instructional creativity through various educational programs based on his or her personality characteristics and playfulness.

유아교사의 그릿과 2019 개정 누리과정 실행의 관계에서 회복탄력성의 매개효과

박은영 ( Park Eunyoung ),이시자 ( Lee Sija ) 미래유아교육학회 2023 미래유아교육학회지 Vol.30 No.2

This study was performed to examine the mediation effect of resilience in the relationship between grit of early childhood teachers and the implementation of the 2019 revised Nuri curriculum. This study surveyed 345 early childhood teachers for children aged 3 to 5 who are working in early childhood institutions on their respective grit, resilience, and implementation of the Nuri curriculum, and the collected data were analyzed using the SPSS Statistics 28.0 program. The results were as follows. First, there was a significant positive correlation among the early childhood teachers’ grit, resilience, and implementation of the 2019 revised Nuri curriculum. Second, the partial mediation effect of resillience was observed in the relationship between early childhood teachers’ grit and the implementation of the 2019 revised Nuri curriculum; only confidence and optimistic attitudes among the four sub-factors of resilience showed partial mediation effect. The magnitude of the effect was in the order of confidence and optimistic attitudes. In conclusion, this study shows that the grit of early childhood teachers has a direct effect on the implementation of the 2019 revised Nuri Curriculum, and at the same time has an increased effect through the mediation of resilience. Particularly, among the four sub-factors of resilience, confidence has a relatively large impact on the implementation of the 2019 revised Nuri curriculum. The results of this study suggest that in order to successfully implement the 2019 revised Nuri Curriculum, it is necessary to prepare a plan to improve the grit and resilience of early childhood teachers.

보육교사의 회복탄력성과 직무만족도의 관계에서 조직몰입의 매개효과

박혜선 ( Park Hyesun ),이시자 ( Lee Sija ) 미래유아교육학회 2018 미래유아교육학회지 Vol.25 No.4

The purpose of this study was to investigate the mediating effect of child care teacher's organizational commitment between resilience and job satisfaction. The participants of the study were 300 child care teachers working in day care centers in Incheon Metropolitan City. Three survey instruments were used in this study; Job Satisfaction Questionnaire(Huang, 2001), the Resilience Quotient Test(Reivich & Shatte, 2003), and the Organizational Commitment Scale(Allen & Mayer, 1990). SPSS 22.0 program was used for correlation analysis and regression analysis developed by Baron and Kenny. The results of the study are summarized as follow: First, the resilience, organizational commitment, and job satisfaction of child care teachers showed a statistically significant positive correlation. Second, it revealed that the organizational commitment has a partially mediated effect on the relationship between child care teacher's the resilience and job satisfaction. In particular, among the three factors of organizational commitment, affective commitment showed highest mediating effect and was followed in order by normative commitment and continuance commitment. The results suggest that the organizational commitment of child care teachers not only affect directly their job satisfaction but also exerts indirect effects by mediating the relationship between resilience and job satisfaction. These findings need to be considered in developing programs and policies to enhance child-care teachers' job performance.

어머니의 양육행동 및 양육효능감이 어머니와 유아의 그림책 읽기 상호작용에 미치는 영향

박경서 ( Kyungseo Park ),이시자 ( Sija Lee ) 미래유아교육학회 2015 미래유아교육학회지 Vol.22 No.4

The purpose of this study was to examine the influence of mothers’ parental behaviors and maternal self efficacy on the interaction types of picture book reading. A questionnaire survey for the mothers of 4 year old children was conducted and analysed with the methods of correlation and regression. The result of the study could be summarized as follows: First, in terms of the mothers’ socio-demographic variables, the younger the mothers’ ages the more they tended to practice immediate comments, the higher their education level the more non-immediate comments and organizational comments, and the higher the household income the more non-immediate comments and extending comments. Second, positive relationships of parental behavior and maternal self-efficacy with the interaction types of picture book reading were significantly confirmed in the way that the intimacy and the reasoning guidance of parental behavior turned out to be the major factor on the immediate comments in picture book reading, intimacy and reasoning guidance of parental behavior and maternal self-efficacy on non-immediate comments, and the reasoning guidance and responsiveness of parental behavior and maternal self-efficacy on extending comments, while in the interaction of organizational comments only the intimacy was the influencing factor. The study could serve as a reference in developing the parents education programs that can promote effective interactions between mothers and children in picture book reading.