초등학교 학교 폭력의 실태 분석을 통한 근절대책

임지영 부경대학교대학원 2001 국내석사

유아교육기관 조직창의성 척도 개발

이새별 부경대학교 2021 국내박사

The purpose of this study is to develop a tool that can measure organizational creativity, which is a key element for the achievement of educational goals and the organizational development of early childhood education institutions in a complex and dynamic educational environment, and to verify its validity. In order to accomplish this purpose, two research problems were established as follows: First, what is composed of an organizational creativity scale for early childhood education institutions? Second, what is the validity and reliability of an organizational creativity scale for early childhood education institutions? First, the concept of organizational creativity in early childhood education institutions and the final draft for the organizational creativity scale were developed by literature review, focus group interview, delphi survey, and pilot study. As a result, “organizational creativity in early childhood education institutions” was conceptualized as “the members of early childhood education institutions pursuing new and useful behaviors” in order to solve various problems in the field of early childhood education and to drive positive changes and performance in the institution through organizational creativity. In addition, the final draft of the organizational creativity scale for early childhood education institutions consists of a total of 57 items with eight factors, including professional competence, creative competence, administrator's leadership, autonomy, communication, organizational culture, organizational resources, and creative management system, in three levels such as individual, group, and organization. Second, a main survey was conducted with 496 administrators and teachers at early childhood education institutions, and the organizational creativity scale for early childhood education institutions was validated through a statistical verification. As a result of examining the item response distribution and item discrimination in order to investigate the quality of the items in the final draft, there was no item with extreme values, and a normal distribution was assumed for all items. This indicates that the items are suitable for the evaluation of organizational creativity in early childhood education institutions. In addition, there were significant differences between the upper and lower groups in all items, suggesting that each item well represents the groups. For the construct validity of the final draft, exploratory and confirmatory factor analyses were conducted. As a result of the exploratory factor analysis, the three factors of the individual level accounted for approximately 61.41% of the total variance, the three factors of the group level 70.38%, and the two factors of the organization level 63.35%. As a result of exploring the suitability of the research model and the statistical significance of the parameter estimates through the confirmatory factor analysis, the eight factors of the three levels were determined suitable. As a result of examining the internal consistency of the 48 items finally selected for reliability verification, the Cronbach's alpha coefficient for all items was calculated as .90, indicating that this scale can consistently evaluate organizational creativity in early childhood education institutions. In addition, as a result of revising the OCEI scale developed by Roh Pung-du et al. (2011) and investigating the relationship with this scale for the concurrent validity, they were mostly found to have a positive correlation. The final organizational creativity scale for early childhood education institutions consists of 48 items on a 5-point scale with eight factors, including professional competence (6 items), creative personality (4 items), creative efficacy (3 items), administrator’s leadership (10 items), autonomy (3 items), communication (8 items), organizational culture (5 items), and creative management system (9 items), at three levels such as individual, group, and organization. As a result, the scale was confirmed to be a highly reliable tool that can appropriately and consistently evaluate organizational creativity in early childhood education institutions. In this regard, this scale is expected to contribute to diagnosing and improving the organizational creativity of early childhood education institutions.

부모의 양육태도가 유아의 창의적 인성에 미치는 영향

전연미 신한대학교 대학원 2021 국내박사

The purpose of this study is to examine the relationship between parents' parenting attitude and infant's temperament in order to develop the creative personality of infancy, and to present policy suggestions necessary for the creative personality of infants. To achieve the purpose of the study, first, the types and characteristics of parenting attitudes of parents were summarized through theoretical considerations, and the composition and importance of creative personality of infants were examined. In addition, it was suggested that children are born with their own temperament under the influence of parents' parenting attitude, but their creative personality changes depending on their temperament. Second, it is judged that the parenting attitude has a great influence on the creative personality of the infant, so the correlation between the parenting attitude and the child's creative personality is analyzed, and whether the child's temperament plays a role as a parameter, the relationship between the variables A research model was presented. Third, the policy implications were suggested through the results of the survey on the child's creative personality through the child's temperament through the research model survey. Here parental rearing attitude toward children of 2 to 5 years old have been chosen as an independent variable with three sub-variables(rejection, affection and over protection), children's temperament as a mediating variable with 3 sub-variables (Emotional, active, social) and the formation of childhood creative personality as a dependant variable with 4 sub-variables(Curious, adventurous, goal-oriented, independent). To analyze the relationships four hypotheses have been suggested; Hypothesis 1 is 'the parental rearing attitude toward children will affect directly the formation of childhood creative personality'. Hypothesis 2 is 'the parental rearing attitude toward children will affect directly children's temperament'. Hypothesis 3 is 'children's temperament will affect directly the formation of childhood creative personality'. 'Hypothesis 4 is 'the parental rearing attitude toward children will affect the formation of childhood creative personality indirectly via children's temperament'. Here, rejection, affection, and overprotection are sub-variables of infant as a parameter, emotionality, activity, and sociality as temperament' sub-variables, and the dependent variable 'infant's creative personality'. Curiosity, adventurous spirit, goal orientation, and independence were extracted as sub-variables through the review of existing studies. The analysis results are summarized as follows. first. The higher the rejection attitude and the affectionate parenting attitude, the higher the curiosity, and the higher the rejection attitude, the more adventurous. Second, the higher the overprotective parenting attitude, the lower the sense of adventure. And it was verified that the higher the affectionate parenting attitude and the negative parenting attitude, the higher the independence. third. As a result of examining the effect of parents' parenting attitude on the child's temperament, which is a parameter, it was verified that the higher the negative parenting attitude and the overprotective parenting attitude, the lower the child's emotionality. Fourth, as a result of examining the effect of infant's temperament, which is a parameter, on the creative personality of infants, which is a dependent variable, the higher the emotionality of the infant, the higher the risk and the lower the independence, and the higher the activity, the higher the curiosity, adventure and independence. It was verified that the higher the sociality, the higher the curiosity, adventure, goal orientation, and independence. Summarizing the results of this study, it was confirmed that the temperament of infants is affected by the parenting attitude as a factor affecting the creative personality of infants. In other words, it can be seen that affectionate parenting is very important among the parenting attitudes of parents in the environment for developing children's creative personality for future social adaptation. Efforts for continuous interest and policy support for children of children are urgently needed. 연구의 목적은 유아기의 창의적 인성을 계발하기 위하여 부모의 양육 태도와 유아의 기질과의 관계를 살펴보고 유아의 창의적 인성을 위해 필요한 정책적 제언을 제시하는 데 목적이 있다. 연구 목적을 달성하기 위해 첫째, 부모의 양육 태도는 어떤 유형과 어떤 특성을 보이는지 이론적 고찰을 통해 정리하였으며, 유아의 창의적 인성의 구성과 그 중요성을 살펴보았다. 또한 부모의 양육 태도의 영향으로 유아는 자체 기질을 가지고 태어나지만, 본인의 기질에 의해 창의적 인성이 달라진다는 것을 제시하였다. 둘째, 부모의 양육 태도는 유아의 창의적 인성에 큰 영향을 준다고 판단하여 부모의 양육 태도와 유아의 창의적 인성 간의 상관관계를 분석하고, 유아의 기질이 매개변수로 역할을 하는지 살펴보고, 변수 간 관계를 설정한 연구 모형을 제시하였다. 셋째, 연구 모형에 의한 조사를 통해서 부모의 양육 태도가 유아의 기질을 통해 유아의 창의적 인성에 미치는 조사 결과를 통해 정책적 함의를 제언하였다. 본 논문은 유아의 창의적 인성과의 관계를 확인하기 위하여 독립변수로 부모의 양육 태도를 종속변수로는 유아의 창의적 인성을 선정하였다. 아울러 매개변수로서 유아의 기질을 선정하여 유아의 창의적 인성 형성을 심층적으로 분석하였다. 이 연구를 위하여 설정한 가설은 다음과 같다. 가설 1. 부모의 양육 태도는 유아의 창의적 인성에 영향을 미칠 것이다. 가설 2. 부모의 양육 태도는 유아의 기질에 영향을 미칠 것이다. 가설 3. 부모의 양육 태도는 유아의 기질을 통해서 유아의 창의적 인성에 간접적으로 영향을 미칠 것이다. 가설 4. 유아의 기질은 부모의 양육 태도가 유아의 창의적 인성에 매개 역할을 할 것이다. 여기서 독립변수인 ‘부모의 양육 태도’의 하위변수로 거부, 애정, 과보호를 매개변수인 ‘유아의 기질’의 하위변수인 정서성, 활동성, 사회성을 그리고 종속변수인 ‘유아의 창의적 인성’의 하위변수로 호기심, 모험심, 목표 지향성, 독립성을 기존 연구의 검토를 통하여 추출하였다. 분석 결과 요약 하면 다음과 같다. 첫째, 애정적 양육 태도와 거부적 양육 태도가 높을수록 호기심도 높았고, 거부적 양육 태도가 높을수록 모험심도 높았다. 둘째, 과보호 양육 태도가 높을수록 모험심이 낮게 나타났다. 그리고 애정적 양육 태도와 거부적 양육 태도가 높을수록 독립성도 높은 것으로 검증되었다. 셋째. 부모의 양육 태도가 매개변수인 유아의 기질에 미치는 영향을 검증한 결과, 거부적 양육 태도와 과보호 양육 태도가 높을수록 유아의 정서성은 낮아지는 것으로 검증되었다. 넷째, 매개변수인 유아의 기질이 종속변수인 유아의 창의적 인성에 미치는 영향을 검증한 결과, 유아의 정서성이 높을수록 모험심이 높고 독립성은 낮으며, 활동성이 높을수록 호기심, 모험심, 독립성이 높고, 사회성이 높을수록 호기심, 모험심, 목표 지향성, 독립성이 모두 높은 것으로 검증되었다. 본 연구 결과를 종합해 보면 유아의 창의적 인성에 영향을 미치는 요인으로서 유아의 기질은 부모의 양육 태도에 의하여 영향을 받는 것으로 확인되었다. 즉 미래 사회 적응을 위한 유아의 창의적 인성 발달환경은 부모의 양육 태도 중 애정적 부모 양육이 매우 중요하다는 것을 알 수 있으며, 창의적 인성에 부정적인, 과보호적 양육과 거부적 양육 태도로 성장하는 유아기 또는 아동기의 자녀에 대하여 지속적 관심과 정책적 지원에 대한 노력이 절실히 필요하다.

한국의 전통체험프로그램 서비스 이용자의 실용적/쾌락적 결과가 만족결정에 미치는 영향 : 실용적/쾌락적 가치를 매개변수로

이평렬 신한대학교 지식복지대학원 2017 국내석사

본 연구는 우리나라 오랜 전통의 우수한 가치를 일깨우고 체험프로그램을 알려서 서비스 이용자에게 만족한 결과를 얻게 하기 위한 목적이 있으며, 진행되고 있는 프로그램과 이용자가 느끼는 영향요인들과의 관련성을 분석하고자 하였다. 즉, 실용적/쾌락적 결과, 실용적/쾌락적 가치 그리고 만족의 구조적 관계에 어떤 영향을 미치는지 분석하고자 하였다. 설문 과정을 통해 수집된 210부의 설문지 중 불성실하게 작성된 경우를 제외하고, 총 182부의 설문지를 이용하여 데이터 셋을 구성하였다. 본 연구결과에 따르면, 첫째, 전통체험프로그램의 실용적 가치는 실용적 결과에 유의한 정(+)의 영향을 미치고(β=.75, p<.001), 쾌락적 가치는 쾌락적 결과에 유의한 정(+)의 영향을 미치는 것으로 나타났다(β=.75, p<.001). 즉, 실용적 결과 수준이 높아질수록 실용적 가치가 높아지며, 쾌락적 결과가 높아질수록 쾌락적 가치도 높아지는 것으로 판단되었다. 둘째, 전통체험프로그램의 실용적 가치와 쾌락적 가치, 그리고 일치성이 만족에 미치는 영향을 검증한 결과, 실용적 가치(β=.22, p<.001), 쾌락적 가치(β=.43, p<.001), 일치성(β=.62, p<.001) 모두 유의한 정(+)의 영향을 미치는 것으로 나타났다. 즉 실용적 가치, 쾌락적 가치 또는 일치성이 높아질수록 만족도도 높아지는 것으로 판단되었다. 셋째, 전통체험프로그램의 실용적 결과와 쾌락적 결과가 만족으로 가는 경로는 유의하지 않게 나타나, 실용적 결과와 쾌락적 결과는 만족에 직접적으로 영향을 미치지는 못 하는 것으로 평가되었다. 따라서 실용적이고 쾌락적 가치는 완전매개효과를 주었다. 전통체험 프로그램의 만족을 높이는 것은 실용적 가치와 쾌락적 가치를 높이는 것이 더욱 중요하다고 판단 할 수 있다. The purpose of this study is aimed to satisfy service users and analyze the relationships between ongoing programs and the influencing factors on them by raising the awareness of the excellent value of our long tradition and introducing traditional programs. In other words, this study focused on the analysis of the structural relationships among Practical / hedonic outcomes, practical / hedonic values, and its satisfaction. A total of 182 questionnaires out of 210 surveyed were used to construct a data set, except for some cases that were estimated to be unreliable . The results was followed, First, the practical value of the traditional experience program has a positive (+) effect on the basis of the practical result (β = .75, p <.001), and the hedonic value has a positive effect on the basis of the hedonic result (Β = .75, p <.001), respectively. The higher the level of practical result is, the higher the practical value . And the higher the hedonic result is, the higher the hedonic value. Second, the practical value, the hedonic value, and the congruity of the traditional experiential program were found to have a positive effect on satisfaction (β = .22, p <.001)(β=.43, <.001), and consistency (β = .62, p <.001) showed significant positive effects. The higher the practical value, the hedonic value and the correspondence are the higher the satisfaction level is. Third, the practical and hedonic results of the traditional experiential program did not appear to be satisfactory and the practical and hedonic results did not directly affect the satisfaction. Therefore, practical and hedonic value had full mediation effect. It can be judged that raising practical value and hedonic value is the major key to raising the satisfaction of the traditional experience program.

유아 창의성 교육을 위한 블렌디드 액션러닝 기반 교사교육에 참여한 교사의 경험

김빛내 부경대학교 2018 국내박사

This study tried to explore the experiences of six teachers in the process of organizing and progressing the blended action learning (BAL)-based teacher training for early childhood creativity education (ECCE). The purpose of the study is to show a practical example of the BAL-based teacher training for ECCE, by introducing the subject of creativity education and applying the BAL as a method of teacher training. In order to accomplish research purpose, two research questions were made, as follows: First, how to organize the BAL-based teacher training program? Second, what were teacher’s experiences as participants of the BAL-based teacher training for ECCE? In order to answer these questions, first of all, the teacher education program was constructed from examining precedent studies about creativity, early childhood creativity, teacher training for creativity, action learning, blended learning, and blended action learning and extracting implications. First to forth sessions, in detail, were designed for helping teachers appreciate the question concerning the ECCE through simple lectures, questions and discussion, or sharing of experiences regarding the education and teaching methods about creativity and early childhood creativity. In following fourth to tenth sessions, the programs, based on the BAL, were organized to make the participants learn by a process of rotated and repeated courses, which configured with clarification of the problems and deduction of the solutions, scheme and action for field application, and reflection and assessment about ECCE. The teacher training was proceeded offline for 2~3 hours at fortnightly, and online café system was used as a supplementary source for insufficient learning activity and data in offline program. In other words, the participants could discuss the solution of the practical question about the ECCE, give each other feedback on their own solution, and share the reflection of experiences they had after practical application in online café system. There were overall 10 sessions, and the program was operated after workday during the semester. Second, the BAL-base teacher training for ECCE, which was designed in this research study, was applied to 6 teachers from child care center and kindergarten who interested in ECCE (April 2017 to July 2017). For analyzing the experiences of the teachers participated in BAL-based the teacher training for ECCE, qualitative analysis, which inductively derives the subject from depth coding process after segmenting and open coding by collecting the text data: recordings, individual interviews, reflection journals, and activity proposals of the participants in the training, and reading the data and transcripts, was used. The 6 teachers showed development by getting the common subject, creativity, extending the understanding of creativity with conversation and discussion, and practicing and reflecting the ECCE in the field. First, the teachers closed the distance on creativity in “meeting the creativity”, starting from the voluntary interest and demand in creativity, reflecting their own perception of it, and grasping the various perspective of sundry scholars about it. Also, the extension of understanding creativity made teachers discover creativities of early childhood they didn’t beforetime and review their classes. Second, “learning the creativity” gave the participant the experiences of identifying the fresh-looking materials in classroom, taking lessons from conversation with other teachers, and studying with researchers via the extended understanding of creativity. Third, the teachers, in “practicing the creativity education”, tried to connect the theory and practice and overcome the difficulties in process of it. In addition, they could revise the curriculum of ECCE and challenge new teaching methods. Finally, in “practicing, reflecting, and developing”, the repetitive process in the BAL-based the teacher training for ECCE of the reflecting their teaching, analyzing the cause of failure together, and searching and practicing the solution inspired the teachers with confidence in their ECCE. Moreover, those were the process of becoming teachers, who consistently consider and practice the ECCE, and growing together. This study organized the BAL-based the teacher training for ECCE and introduced the process of learning the subject of creativity together, practicing the ECCE in field, and reflecting the education. The teachers participated in this research study could reconcile theory and practice for ECCE, recognize the role of teacher, and experiencing change and growth during the reflection and practice. Therefore, this study have thematic and methodological meaning in regard to introducing the subject of ECCE to the teacher education and applying the BAL to the method of the education.

지속가능한 마을공동체 활동 요인에 관한 연구 : 의정부시 마을공동체를 중심으로

이애란 신한대학교 지속복지대학원 2022 국내석사

우리의 삶의 질, 그리고 우리의 행복은 정부의 책임이 아닌, 민간기업, 시민사회, 지역사회, 개인인 우리가 함께 만들어가야 한다. 요즘 들어 마을살리기를 위해 지자체에서 ‘마을’, ‘마을사업’,‘마을공동체’라는 용어를 많이 사용한다. 현장에서도 지역의 문제와 일상생활에서 개인이 직접 느끼는 문제에 대해 마을공동체 활동을 통하여 해결방법을 찾으려고 하는 노력을 하고 있다. 마을공동체 활성화는 2000년대 초부터 국가 정책사업으로 중요한 과제로 인식되어, 현재 많은 지자체에서는 마을공동체 활동을 지원하며 여러 형태로 마을만들기 사업들이 진행되고 있다. 하지만, 마을공동체 활동이 지속되지 못하고 일회성사업으로 끝나버리거나, 우리 지역주민의 욕구를 채우는 것에는 확산되지 못하고 있는 실정이다. 의정부시는 2017년 7월 ‘의정부시 살기 좋은 마을만들기 및 사회적경제 육성 지원에 관한 조례’로 마을공동체를 사회적경제 영역으로 보기 시작했고, 마을공동체의 성장·지속적 발전을 위한 원탁회의 및 포럼을 개최함으로써 마을공동체에 대해 관심을 가지고 다양한 분야에서 활동하고 있는 마을공동체들이 네트워크를 구축하고자 상호 간 정보를 공유할 수 있는 자리를 마련하여 건강한 공동체의 활동 초석을 준비하던 중 2018년 의정부마을공동체연합회가 창립함에 있어 마을공동체의 목적을 주민이 풍요롭고 행복하며 지속적으로 살아가는데 이웃과 소통하고 교류함으로써 마을공동체가 육아, 저출산, 노인의 기초적인 돌봄으로부터 시작해서 교육, 일자리, 청년, 주거환경 등을 스스로 마을 공통의 문제를 해결하여 행복한 곳으로 만들어 가도록 하는데 있다. 본 연구는 첫 번째로, 마을공동체 활동을 지속하고 있는 사례를 중심적으로 분석하여, 지속가능한 마을공동체 활동요인에 대해 고찰하고, 마을공동체 활동을 통해 마을에서 발생하고 있는 문제에 대해 해결방안을 찾는 기초자료로 활용하는 것을 목적으로 한다. 두 번째로 의정부시에서 마을공동체 활동을 10년 이상 활동하고 있으며, 사회적경제조직으로 마을기업이나 사회적협동조합의 조직체계를 갖추며 마을공동체 활동을 지속하고 있는, 몇 가지 사례를 통해 마을공동체의 지속가능요인에 대해 분석하였다. 추가로 공동체 활동을 중단된 사례를 발견하게 되었다. 다년차 활동가를 위한 마을을 설계하고 정책발굴을 통해 민관협력구조를 확장시키는 역량강화교육과 주민제안공모사업도 일하는 사람 중심으로 예산이 편성되어야 한다는 문제점을 지적하였다. 본연구는 의정부시 마을공동체 지속가능요인을 살펴본 결과 의정부시 마을단위 소규모 욕구 해결을 위한 마을공동체계획을 수립하고 의정부시 마을별 공동체 등 의정부시 주민리더와 마을공동체 참여 중심으로 욕구조사가 이루어져야 하겠다. 이로 인해 살기 좋은 의정부시로 마을공동체가 지속적으로 발전할 수 있는 기초자료로 제공하고자 한다. 주제어: 마을, 마을만들기, 마을공동체, 지속가능한 마을공동체

빅데이터를 활용한 유아 창의성 교육 학술 담론 분석

한안나 국립부경대학교 대학원 2024 국내박사

The purpose of this study is to analyze the discourse of early childhood creativity education using academic big data and to aim for theoretical and practical expansion of early childhood creativity education. This study selected 802 papers published in Korea Citation Index database on early childhood creativity education from 2001 to 2022. The discourse through academic articles not only provides knowledge and information about early childhood creativity education but also offers frameworks for understanding it. To conduct this study, text mining techniques, including term frequency analysis, semantic network analysis, and topic modeling analysis were used. The discourse analytical process outlined by Hamann et al (2019) was applied. The text mining results were described by curriculum revision periods, starting from the 6th revision: 2001-2008, 2009-2011, 2012-2019, and 2020-2022. The research questions and results are as follows: 1. Describe linguistic characteristics on the text level of discourse using big data. 1-1. Describe the results of term frequency analysis using TF, TF-IDF, and N-gram. The findings revealed something in common emerged across all periods, like ‘children’, ‘creativity’, ’education’, ‘program’, and ‘test’. Additionally, distinguished features emerged for each period, including ‘gifted’, ‘creativity and personality’, and ‘play’ . 1-2. Describe a result regarding the characteristics of semantic network analysis included degree centrality, closeness centrality, betweenness centrality, eigenvector centrality. The results were explained to be compared to TF ranking. During the 2001-2008 period, ‘gifted’ emerged in degree and eigenvector centrality, and ‘development’ appeared in closeness, betweenness, and eigenvector centrality. During the 2009-2011 period, ‘art’, ‘expression’, and ‘personality’ demonstrated in degree and eigenvertor centrality, and ‘personality’ began to influence in academic discourse. However, ‘creativity and personality’ seemed to be less significant compared to TF ranking during the 2012-2019 period. During the 2020-2022 period, ‘play’ emerged and gained importance over all centrality. 1-3. Describe a result of characteristics represented by topics. It discovered that three to four topics were selected for each period. And topics related to early childhood creativity education has been continuously researched focusing on program and its quantifiable educational effects. On the other hand, there were gradual changes, for example, research subject has expanded not only children but also early childhood education teachers and pre-teachers, and affective elements as well as cognitive elements. A distinctive tend has found the specific topics during particular periods, such as the emphasis on play and creativity from 2020 to 2022. While earlier research predominantly concentrated on a single research topic, but later each topic was distributed more evenly. 2. Interpret academic discourse of the categorized meaning of early childhood creativity education based on characteristics of result 1, connecting it to the educational policy context. It is categorized into five categories: early childhood creativity education in program oriented in specific areas, at the intrapersonal level, focused on 5-year-olds, and emphasizing teacher ability. Early childhood creativity education that reflects educational policy trends In conclusion, this study has a significance beyound simple trend study analysis and content analysis, attempting to analyze the characteristics and implicit power/knowledge of academic discourse. This study hopes that various studies on early childhood creativity education, including discourse analysis and foundational research, will be conducted. This would contribute to expanding the policy interest focusing on early childhood creativity education. Researchers are encouraged to consider the voices should be raised for the balanced development of early childhood creativity education in Korea.

사회복지사의 전문직 정체성이 자기효능감에 미치는 영향 : 감성지능의 매개변수를 중심으로

김귀숙 신한대학교 대학원 2022 국내박사

The purpose of this study is to achieve professional improvement and development as a profession by analyzing the influence of emotional intelligence in the process of social worker professional identity on self-efficacy. In order to achieve the purpose of this study, the professional identity process of social workers was studied as follows. First, the characteristics of the theories and components related to the professional identity of social workers were summarized through a review of the existing literature. I looked. Second, considering that the professional identity of social workers affects emotional intelligence, we analyze the correlation between self-esteem, job satisfaction, role stress, turnover intention, and emotional intelligence, and verify whether emotional intelligence plays a role as a parameter, variable A research model that establishes the relationship between the two is presented. Third, according to the research model, based on the research that the professional identity of social workers will have a high sense of self-efficacy through emotional intelligence, we tried to find specific alternatives about how important emotional intelligence is for social workers in the field, and to derive the results. Also, as a result of the research, it is intended to provide basic data for practical and policy recommendations. The relationship between the independent variables such as self-esteem, job satisfaction, role stress, turnover intention, emotional intelligence as a parameter, and self-efficacy as a dependent variable was investigated within the professional identity framework of social workers. First, the higher the self-esteem, the higher the level of understanding of self-sensibility, and the higher the level of understanding of self-sensibility, the higher the level of self-efficacy. In other words, the results of the path that emotional intelligence leads to self-efficacy do not have a significant effect on the path towards self-efficacy, and understanding of other emotions and emotion regulation do not have a significant effect on the path towards self-efficacy. Confirmed. Therefore, high-quality education that can develop and understand self-sensibility should be provided. Second, this study found that the self-esteem and job satisfaction within the professional identity framework of social workers had a significant effect on the sensibility of others. In other words, it was found that emotional regulation had a significant effect on self-esteem and job satisfaction on the professional identity of social workers, so a high-quality education and support system should be established. Since emotional intelligence becomes an influencing factor on self-efficacy in the social worker's own internal and external mutual environmental factors, various studies on this should be conducted. Third, in this study, self-esteem and job satisfaction within the professional identity framework of social workers had a significant influence, and the relationship between self-efficacy was also positively affected. It was found that there was no significant effect on self-efficacy among other factors such as role stress and turnover intention. This can be seen as experiencing a lot of stress when self-esteem is lowered, and it was confirmed that having positive self-esteem increases self-efficacy by being motivated through positive actions and coping with stress well. Fourth, in this study, in the path of emotional regulation and professional identity of social workers, self-esteem and self-esteem were confirmed as the ability to recognize and recognize through the understanding of self-sensibility, and to understand and strive to recognize one's own achievements, and to self-motivate. It was found that there was a significant effect between the understanding of emotions. It was found to have a significant effect on self-esteem and job satisfaction in the understanding of other emotions. Therefore, it was confirmed that it had a significant effect on emotion regulation as a result of the verification of self-esteem and job satisfaction. In addition, it is a study result reconfirming that emotional intelligence is an important factor in the job of a social worker, as self-esteem and job satisfaction on the path to emotional intelligence are consistent with the professional identity of a social worker that increases self-efficacy. Therefore, in order to improve the professionalism of social workers, high-level education on emotional intelligence to increase self-efficacy, effective collaboration with bosses and co-workers, and continuous motivation and professionalism to increase self-efficacy through high satisfaction with work and life Self-improvement and community efforts should be made. Key words: professional identity of social workers, self-esteem, job satisfaction, role stress, turnover intention, emotional intelligence, self-efficacy. 본 연구는 사회복지사 전문직 정체성이 자기효능감에 미치는 과정에서 감성지능이 주는 영향을 분석하여 전문직으로서의 직업적 능력향상과 발전을 이루기 위한 목적이 있다. 이러한 연구 목적을 달성하기 위하여 다음과 같이 사회복지사의 전문직 정체성 과정을 연구하고자 하였다. 첫째, 사회복지사의 전문직 정체성과 관련한 이론 및 구성요소가 어떤 특성을 갖는지 기존문헌 검토를 통해 정리하였으며, 선행연구를 바탕으로 사회복지사의 전문직 정체성에 대한 자존감과 직무만족, 역할스트레스, 이직의도를 살펴보았다. 둘째, 사회복지사의 전문직 정체성은 감성지능에 영향을 준다고 판단하여 자존감, 직무만족, 역할스트레스, 이직의도와 감성지능의 상관관계를 분석하고, 감성지능이 매개변수로서 역할을 하는지 검증해 보고, 변수 간의 관계를 설정한 연구 모형을 제시하였다. 셋째, 연구 모형에 따라서 사회복지사의 전문직 정체성은 감성지능을 통해 자기효능감이 높을 것이라는 연구조사를 바탕으로 사회복지사에게 현장에서 감성지능이 얼마나 중요한지에 구체적인 대안을 모색하고 그에 관한 결과를 도출하고자 하였다. 또한, 연구조사 결과로 실천적 제언과 정책적 제언을 위한 기초자료로 제공하고자 한다. 사회복지사의 전문직 정체성 틀 안에 독립변수인 자존감, 직무만족, 역할스트레스, 이직의도와 매개변수인 감성지능 그리고 종속변수인 자기효능감 간 관계를 살펴보았으며, 결과는 다음과 같다. 첫째, 사회복지사는 자존감이 높을수록 자기감성의 이해 수준이 높고, 자기감성으 이해 수준이 높음으로써 자기효능감도 높은 것으로 나타났다. 즉 감성지능이 자기효능감으로 가는 경로의 결과는 타인감성의 이해와 감정조절이 자기효능감으로 가는 경로에서 유의한 영향을 미치지 않고, 자기감성의 이해에서는 자기효능감으로 가는 경로에서 유의한 영향력이 있음을 확인하였다. 따라서 자기감성을 계발하고 이해할 수 있는 수준 높은 교육이 이루어져야 한다. 둘째, 본 연구는 사회복지사의 전문직 정체성 틀 안의 자존감과 직무만족은 타인감성의 이해에 유의한 영향을 미치는 것으로 나타났다. 즉 사회복지사의 전문직 정체성에 감성조절이 자존감과 직무만족에서도 유의한 영향을 미치는 것으로 나타나 수준 높은 교육과 지원체계가 이루어져야 한다. 사회복지사 자신의 내·외부의 상호적인 환경요인은 감성지능이 자기효능감에 이루어지는 영향요인이 되므로, 이에 관한 다양한 연구가 이루어져야 한다. 셋째, 본 연구는 사회복지사의 전문직 정체성 틀 안의 자존감과 직무만족은 유의한 영향 관계로서, 자기효능감 간의 관계에서도 긍정적인 영향을 미쳤다. 다른 요인인 역할스트레스, 이직의도 간에는 자기효능감에 유의한 영향을 주지 못하는 것으로 나타났다. 이는 자존감이 저하되어 있으면 많은 스트레스를 경험한다고 볼 수 있고, 긍정적인 자존감을 가지면 긍정적인 행위를 통해 동기화되고 스트레스에 잘 대처하는 것이 자기효능감을 높이는 것으로 확인하였다. 넷째, 본 연구는 감성조절과 사회복지사의 전문직 정체성의 경로에서는 자기감성의 이해를 통해 인지하고 인식하며 자신의 성취를 알아차리는 능력으로 이해하고 노력하며, 자기 스스로 동기화하는 능력으로 확인되어 자존감과 자기감성의 이해 간에는 유의한 영향을 미치는 것으로 나타났다. 타인감성의 이해에서는 자존감과 직무만족에 유의한 영향을 미치는 것으로 나타났다. 따라서 감정조절에는 자존감과 직무만족의 검증 결과로 유의한 영향을 미치는 것으로 확인하였다. 또한, 감성지능으로 가는 경로에서 자존감과 직무만족이 자기효능감을 높이는 사회복지사의 전문직 정체성과 일치되는 것으로 사회복지사의 직무에는 감성지능이 중요한 요인임을 재확인시키는 연구 결과이다. 따라서 사회복지사의 전문성을 향상하기 위해서는 자기효능감이 높아지도록 감성지능에 대한 수준 높은 교육으로 직장상사 및 직장동료들과 효과적인 협업으로 일과 삶에 대한 높은 만족도를 통해 자기효능감이 높아지도록 꾸준한 동기부여와 전문성 있는 자기 계발, 공동체 노력이 이루어져야 한다. 주제어: 사회복지사의 전문직 정체성, 자존감, 직무만족, 역할스트레스, 이직의도, 감성지능, 자기효능감.

예비유아교사를 위한 STEAM 기반 지속가능발전교육 프로그램 개발 및 적용

황연주 부경대학교 대학원 2024 국내박사

The purpose of this study is to develop and implement a STEAM-based Education for Sustainable Development(ESD) program for pre-service early childhood teachers, verify its effectiveness, and explore the meaning of participants' experiences in the program. To this end, research was conducted to develop the program, and the program was applied to pre-service early childhood teachers to validate its effectiveness and examine the meaning of their participation experiences. In order to accomplish the research purpose, three research questions are as follows. First, How to design a STEAM-based ESD program for pre-service early childhood teachers? Second, What is the effect of applying the STEAM-based ESD program for pre-service early childhood teachers? Third, What is the meaning of the participation experiences in the STEAM-based ESD program for pre-service early childhood teachers? The research procedures and findings for the research questions are as follows. First, in this study, a review of relevant literature was conducted to establish theoretical foundations for the development of a STEAM-based ESD program for pre-service early childhood teachers. Subsequently, a needs assessment was carried out to establish practical foundations. Using these foundations, a program draft was developed. The program draft underwent content validity through expert reviews, and it was modified and improved based on the provided feedback. The final program includes the program's purpose and goals, contents, teaching and learning methods, and evaluation. The purpose of the STEAM-based ESD program for pre-service early childhood teachers is to train pre-service early childhood teachers who can effectively practice ESD in the field by improving ESD competencies. Accoridingly, the goals include fostering knowledge and attitudes toward ESD, enhancing competencies in ESD, improvement STEAM literacy, and improving problem-solving abilities. The educational content is structured based on STEAM principles to integrate social, economic, and environmental aspects in line with sustainable development goals. The teaching and learning method of the program consisted of teaching and learning principles, teaching and learning stages, instructor roles, and the evaluation of the program composed of qualitative and quantitative evaluation. The second part of the STEAM-based ESD program for pre-service early childhood teachers aimed to investigate its application effects. The program was implemented with 24 students from the Early Childhood Education Department at University B, spanning a total of 24 sessions from March 8 to June 14, 2023. To validate the program's effectiveness, ESD competencies and STEAM Literacy tests were conducted before and after the program. The collected data underwent Wilcoxon signed-rank tests for analysis. As a result of analyzing the impact on ESD competencies, significant improvement was found, and this program was found to have a positive impact on ESD competencies. As a result of analyzing the impact on STEAM Literacy, significant improvement was shown, showing that this program has a positive effect on STEAM Literacy. Third, we examined the meaning of pre-service early childhood teachers' experience of participating in a STEAM-based ESD program. The meaning of participation experiences included reflecting on my surroundings, beginning the action of overcoming discomfort, confronting challenges for a sustainable future, and collaboratively seeking solutions. The above results are significant as they indicate the potential applicability of the STEAM-based ESD program to the pre-service early childhood teacher training process and provide insights into the implementation direction of ESD.

치매노인가족 부양스트레스 경험에 대한 내러티브 탐구

김애선 신한대학교 지식복지대학원 2015 국내석사

국문초록 치매노인가족 부양스트레스 경험에 대한 내러티브 탐구 본 연구의 목적은 치매노인 부양가족이 치매노인을 부양하면서 겪는 가족의 경험의 본질을 내러티브를 통해 탐색하고 설명하는 것이다. 특히 치매노인 부양전과 부양후의 부양스트레스는 어떻게 전개되는지의 여부와 부양스트레스의 대처방법은 어떠한가를 탐구하기 위하여 내러티브탐구(narrative inquiry) 방법인 이야기하기와 다시이야기하기 절차를 따랐다. 또한 본 연구에서는 치매노인을 부양하기 전과 부양후의 경험을 심층적으로 탐구하여 그들의 경험을 총체적으로 드러내고 이해하는 것을 목적으로 하였고, 이에 가장적절한 방법인 내러티브 탐구를 하였다. 이 연구는 수도권 D시에 위치한 요양시설을 방문하여 연구에 대한 목적을 설명한 후 기관의 허락을 받아 대상자를 선정 기준에 따라 65이상 치매노인 5명을 선정하였다. 자료는 2014년 8월부터 2014년 12월까지 약 5개월간 수집 하고 주로 연구자와참여자의 일대일 대화를 통해 이루어 졌으며, 한 달에 두 번씩 각 참여자들 마다 10회의 만남이 이루어졌다. 연구자는 그들과 함께 대화를 녹음하고, 전사하면서 각 참여자의 내러티브를 정리 하였다. 치매노인 부양전 참여자 가족들은 경제적 어려움 없이 행복한 가정 이었으며, 가족끼리 서로 의지하며 행복한 생활을 하였다. 치매노인 부양후 치매노인 부양가족은 치매노인 부양과 돌봄으로 인해 스트레스를 받아 정신, 신체적 건강을 위협 받고 있으며 이는 치매노인 전 부양가족에게 심한 스트레스로 작용하여 우울증에 시달리고 있다. 본 연구는 치매노인가족의 돌봄 경험은 부정적이며 심한스트레스로 인해 우울증 및 신체적 건강도 위협받고 있다. 따라서 치매노인을 돌볼 수 있는 보건의료서비스의 확대가 필요하고, 주부양자가 직장생활을 병행하는데 문제가 발생하지 않도록 주간보호센터 운영시간 및 운영일수의 연장과 조정이 시급하다고 할 수 있다. Abstract A Narrative Inquiry of the Caregiving-Stress Experience of the Senile Dementia Family Kim Ae Sum Major in Social Welfare Dept. of Social Welfare The Graduate School of Knowledge and Social Welfare Shinhan University The purpose of this study is to describe and navigate the essence of the family's experience that care for the elderly with dementia through narrative. To do research particularly on how the supporting stress develops from prior to supporting aged with dementia to after and possible coping methods, conversation and repeating of conversation that are manners of narrative inquiry procedure has been followed. Further in the present study, the purpose was to expose and understand their experiences overall by exploring the experiences of before and after the stimulus in detail. To do such research, the most appropriate narrative inquiry research method was used. In this study, after visiting a nursing facility located in the metropolitan area D city and explaining the aim of the research, five demented elderly aged over 65 have been selected as subjects on the basis of the selection criteria with the permission of the institution. The data had been collected for about 5 months from August 2014 to December 2014. It is done through a one-to-one conversation mainly between the researchers and participants, meeting twice a month for ten times for each participant. Researchers record the conversation together, and they transcribe while summarizing the narrative of each participant. Family participants before providing for dementia elderly was a happy family without any economic difficulties relying on each other. After becoming dependents of aged with dementia, mental and physical health has been threatened by supporting the senior. This acts as a severe stress on dependents of dementia elderly and they suffer from depression. This research manifests that the experience of taking care of the elderly with dementia is negative, and this threatens the health and depression due to severe stress. Therefore, it is necessary to expand the health care services that are able to take care of elderly people with dementia. As well, it is assumed there is an urgent need of extension and adjustment of operation time of the daycare center for the elderly in order not to have problems in running parallel with work life.