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보육교사의 반성적 사고와 원장의 전이지원이 현직교육 학습전이에 미치는 영향
최연화(Choi Yeunhwa) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.5
본 연구는 보육교사의 반성적 사고와 원장의 전이지원이 현직교육 근전이와 원전이를 포괄하는 학습전이에 미치는 영향을 규명하는데 목적이 있다. 연구대상은 현직 보육교사 212명이며 2019년 12월 10일부터 12월 20일까지 설문지를 사용하여 조사하였다. 자료분석은 SPSS 21.0 프로그램을 활용하였으며 연구목적을 달성하기 위해 다중응답 빈도분석 및 기술통계분석, Pearson 적률상관관계분석, 위계적 중다회귀분석을 실시하였다. 본 연구의 결과는 보육교사의 반성적 사고, 원장의 전이지원과 현직교육 학습전이간의 관계가 모두 유의한 정적 상관을 보였으며 현직교육의 근전이에 미치는 보육교사의 반성적 사고와 원장의 전이지원의 영향력은 큰 차이가 없는 반면, 현직교육의 원전이에 미치는 원장의 전이지원 영향력은 보육교사의 반성적 사고보다 높은 것으로 나타났다. The purpose of this study is to investigate the effects of childcare teacher’s reflective thinking and the director’s transfer support on learning transfer inclusive of near and far transfer. The study targets 212 teachers in childcare centers and surveys from December 10 to December 20, 2019. For data analysis, SPSS 21.0 program was used, and multiple response frequency analysis, descriptive statistical analysis, Pearson correlation coefficient analysis, and hierarchical multiple regression analysis were used to achieve the research purpose. The results of this study are as follows. First, it showed a significant positive correlation between the reflection of the childcare teacher, the transfer support of the director, and the learning transfer. Second, there was no significant difference between the reflection of the child care teacher on near transfer and the influence of the director’s transfer support. However, the effect of the director’s transfer support on far transfer is higher than that of the child care teacher’s reflection.
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초임 보육교사의 교직선택동기와 직업적응의 관계에서 사회적 지원 인식의 매개효과
최연화(Yeunhwa Choi),김양은(Yangeun Kim) 한국보육지원학회 2019 한국보육지원학회지 Vol.15 No.4
Objective: The purpose of this study was to examine whether motivation for choosing a teaching profession and the perception of social support of newly-appointed childcare teachers would predict work adjustment, and to understand the mediating role of the perception of social support. Methods: The data was analyzed by using correlation, regression, and the verification of mediating effects. Results: First, there were significant correlations of active motivation and material motivation when choosing a teaching profession, perception of social support, and work adjustment. Second, active motivation and material motivation in relation to choosing a teaching profession, and the perception of social support, were the variables that could predict the work adjustment of newly-appointed teachers. Third, the social support perceived by newly-appointed teachers had partial-mediating effects on the relationship between active motivation in relation to choosing a teaching profession and work adjustment, as well as on the complete-mediating effects on the relationship between material motivation and work adjustment. Implications: The training institute should strengthen education that could foster active motivation of pre-service teachers, and daycare centers should establish a cooperative workplace culture for the psychological adjustment of newly-appointed teachers.
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초임 보육교사가 지각한 어린이집 원장의 의사소통 유형과 직업적응의 관계 분석
김양은 ( Kim Yangeun ),최연화 ( Choi Yeunhwa ) 미래유아교육학회 2019 미래유아교육학회지 Vol.26 No.4
The purpose of this study was to find out the relationship between the child-care center director’s communication style and the beginning teacher’s job adaption. For this purpose, it was examined the difference in the director’s communication style according to the level of beginning teacher’s job adaption, and the influence of the director's communication style on the sub-variables of job adaptation(role clarity, task mastery, and social integration). The subjects of the study were 196 beginning teachers, who are currently employed in a child-care center for less than 3 years, and collected data through SNS using a web-based drive. The collected data were analyzed by t-test, Pearson's correlation, and multiple regression analysis. The research results were as follows. First of all, there was a significant difference in the director’s communication style perceived by the upper and lower groups of the beginning teachers on their job adaptation. Second, the director’s communication was the most explanatory of the social integration among sub-variables of beginning teacher’s job adaption and the explanatory power was shown in the order of role clarity and task mastery. Looking specifically, the director’s cooperative communication increased the role clarity, task mastery, and social integration of the beginning teacher, and the professional communication had a positive effect on the role clarity. In contrast, the director's controlled communication had a negative impact on the social integration of the beginning teachers. The significance of this study was that it was identified the communication style of the director who influences the successful institutional adaptation of beginning teachers and revealed the necessity of forming the democratic organizational culture in child-care center. Through this study, it was considered the support method for teacher’s job adaption and suggested the communication style for director’s organizational management strategy.
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