교사의 정서표현, 자기효능감과 유아의 문제행동 대처전략 = The Effect of Child Care Teacher’s Emotional expressiveness and Teacher’s Self-efficacy on Teacher’s Coping Strategies of Children’s Problematic Behavior

다국어 초록 (Multilingual Abstract)

This study investigated the relation between the emotional expressiveness and self-efficacy of child care center teachers and their strategies to cope with children’s problematic behaviors. The research subjects consisted of 202 teachers in child care centers.
A set of 15typical children’s problematic behaviors which can be most frequently observed in child care centers were selected and teacher’s strategies to cope with the problematic behaviors were analyzed.
Teacher's emotional expressions were assessed by the Family Emotional Expres-siveness Questionnaire and teachers' efficacy was measured by the Caregiver's Beliefs About Feelings.
The results of this study were as follows:The teachers who have high positive emotional expressivity and high self-efficacy used strategies to cope with children’s problematic behaviors such as helping children’s understanding of the situation, appealing to children’s emotions, and giving warnings. However the teachers who have strong negative emotional expressivity and low self-efficacy used strategies such as authoritative, violent or chiding strategies rather than assistive strategies to cope with children’s obstinate behaviors.
The results of this study show that teachers’high self-efficacy and self-efficacy influence positively on the regulation of children’s problematic behaviors.

국문 초록 (Abstract)

본 연구는 어린이집 교사의 정서표현성과 자기효능감이 유아의 문제행동에 대한 교사의 대처전략에 어떠한 영향을 미치는지 알아보고자 하였다. 이를 위해 서울과 경기 지역 소재 어린이집에 재직하고 있는 교사 202명을 대상으로 설문조사하였다. 그 결과 교사의 긍정 정서표현성과 자기효능감이 높을수록 유아의 문제행동에 대해 상황을 인식하도록 돕기, 감정에 호소하기, 가벼운 주의주기 전략을 많이 사용하는 것으로 나타났다. 반면, 교사의 강한-부정 정서표현성이 높을수록, 교사의 자기 효능감이 낮을수록 구체적으로 지시하기, 말로 경고 및 위협하기, 격렬한 감정 표현하기 전략을 많이 사용하는 것으로 나타났다.

참고문헌 (Reference)

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