직무환경과 교사효능감이 보육교사 직무만족도에 미치는 영향 : 전남지역을 중심으로(여수, 순천, 광양)

국문 초록 (Abstract)

본 연구에서는 전라남도 어린이집에 근무하는 보육교사들의 직무환경과 교
사효능감이 직무만족도에 미치는 영향을 살펴보고 그 결과를 통해 보육교사
직무만족도 재고를 통해 질 높은 보육시설 운영에 함의를 제공하고 긍정적인
영향력을 주고자 한다.
연구의 대상은 전라남도 여수·순천·광양에 소재한 보육시설 국공립, 민간,
가정어린이집에 근무하는 보육교사 285명을 대상으로 조사하였다.
먼저, 본 연구의 도구로는 첫째, 보육교사의 직무환경의 정도를 알아보기 위하여 이
론적 배경을 토대로 Quinn ＆ Staines(1979)가 개발한 직무만족 척도를 번
역하여 사용한 정효정 (2002)의 보육교사의 조직환경이 직무만족에 영향을
미치는 개인 및 조직변인에 관한 설문과 김수희(2000)의 민간보육시설 보육
교사의 근무환경과 직무만족에 관한 연구를 바탕에 기초하였다.현재 근무하는 어린이집 보육교사의 적합하도록 변환하여 문항을 재구성하였
다.
본 연구에서 직무환경 척도는 4개의 하위범주에 총 30문항으로 구성하였으
며, 보수에 관한 질문 7문항, 후생복지에 관한 질문 13문항, 감독에 관한질
문 4문항, 동료에 관한 질문 6문항이다. 각 문항은 Likert 5점 척도로, ‘전혀
그렇지 않다’(0점), ‘거의 그렇지 않다’(1점), ‘보통이다’(2점), ‘대체로 그렇
다.’(3점), ‘매우 그렇다’(4점)까지 5단계로 응답하는 Likert 척도로 보육교사
가 평정하여 본 연구에서의 직무환경 척도는 점수가 높을수록 어린이집 직무
환경이 높은 것을 의미한다.
본 연구에서는 프로그램 SPSS Statistics 이용하여 다음과 같은 분석방법을
사용하였다. 분석방법으로는 측정도구의 신뢰도를 검증하기 위해 Cronbarch’s α
계수를 산출하였다.연구대상자의 인구사회학적 특성을 알아보기 위해 빈도와 백분
율,평균,표준편차로 기술통계 분석을 실시하였다.
그리고 연구대상자의 인구사회학적 특성에 따른 직무만족도 영향, 직무환경 그리고
교사효능감의 차이를 살펴보기 위해 독립표본 t-test와 일원배치분산분석(One-way A
NOVA)을 하였고 사후검정으로는 Scheffe을 실시하였다.
어린이집 보육교사의 직무만족도 영향,직무환경 그리고 교사효능감의 관계를 알아
보기 위해 상관관계분석(correlation analysis)을 실시하였으며, 연구대상자들의 인구
사회학적 특성을 통제하고 어린이집 보육교사의 직무환경과 교사효능감이 직무만족도
에영향을 미치는지 알아보기 위해 다중회귀분석(multu-regressio analysis)을실시하였
다.
본연구의 결과를 요약하면 다음과 같다.
첫째, 보육교사의 최종학력, 설립유형에 따라 직무환경과 교사효능감, 직무
만족도에 영향을 주는 것으로 예측되었다.둘째, 보육교사의 경력은 교사효능감에 영향을 주는 것으로 예측되었다.
셋째, 보육교사의 직무만족도와 직무환경 사이에 정적 상관관계가 있었고,
직무만족도와 교사효능감 사이에도 정적 상관관계가 있는 것으로 나타났다.
넷째, 보육교사 직무만족도의 미치는 영향은 교사효능감보다 직무환경이 상
대적 영향력이 더 큰 것으로 나타났다.
종합해보면, 직무환경과 교사효능감이 직무만족도에 주요 변인임을 알 수
있으며, 직무만족도를 높이기 위해 직무환경과 교사효능감의 중요성을 인식
하여 직무환경을 개선하고, 교사효능감을 높이기 위해 다각도로 개선방안이
필요하다.

목차 (Table of Contents)

• Ⅰ. 서론 ···················································································· 1
• 1. 연구의 필요성 및 목적 ··············································································· 1
• 2. 연구문제 ········································································································· 8
• 3. 용어의 정의 ·························································································· 9
• Ⅱ. 이론적 배경 ···································································· 11
• 1. 보육교사 ······························································································ 11
• 2. 직무만족 ······························································································ 15
• 3. 교사효능감 ·························································································· 16
• 4. 직무환경 ······························································································ 17
• 5. 직무환경, 교사효능감, 직무만족도의 영향을 주는 변인 ·················· 23
• 6. 직무환경, 교사효능감, 직무만족도 사이의 관계 ······························ 30
• Ⅲ. 연구방법 ·········································································· 34
• 1. 연구모형 ····························································································· 34
• 2. 연구대상과 자료수집방법 ·································································· 36
• 1) 연구대상 ··························································································· 36
• 2) 자료수집방법 ···················································································· 36
• 3. 측정도구 ····························································································· 37
• 1) 직무환경 ··························································································· 37
• 2) 교사효능감 ································································································· 38
• 3) 직무만족도 ································································································· 40
• 4. 자료 분석 ···································································································· 42
• Ⅳ. 연구결과 ·········································································· 43
• 1. 연구대상자의 인구사회학적 특성 ······················································ 43
• 2. 보육교사의 직무환경과 교사효능감 및 직무만족도의
• 일반적인 경향 ···················································································· 45
• 3. 어린이집 보육교사의 인구사회학적 배경에 따른 보육교사
• 직무만족도 영향, 직무환경 그리고 교사효능감의 차이 ···················· 48
• 1) 보육교사 최종학력에 따른 차이 ···················································· 48
• 2) 보육교사 설립유형에 따른 차이 ···················································· 51
• 3) 보육교사 경력의 따른 차이 ··························································· 57
• 4. 직무환경, 교사효능감, 직무만족 간 상관분석 ································ 58
• 5. 직무환경과 교사효능감이 보육교사 직무만족도에 미치는 영향 ···· 61
• 1) 직무환경과 교사효능감이 보육교사 직무만족도에 미치는 영향 ···· 61
• 2) 직무환경과 교사효능감의 하위변인이 보육교사 직무만족도에
• 미치는 영향 ···················································································· 63
• Ⅴ. 논의 및 결론 ·································································· 66
• 1. 논의 ···································································································· 66
• 2. 제언 ···································································································· 73
• 3. 결론 ···································································································· 73
• 참고문헌 ················································································· 75
• Abstrac(영문초록) ······························································· 86
• 부록(설문지) ·········································································· 89